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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 234 Documents
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PENGARUH MEDIA LOTTO TERHADAP KEMAMPUAN MENGENAL KONSEP ANGKA ANAK USIA 5–6 TAHUN DI PAUD TUNAS HARAPAN SUKANANTI OGAN ILIR Rahmah Handayani; Leny Marlina; Izza 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.v9i1.10944

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.
Islamic School Family Partnership in Strengthening Religious Learning Motivation Ubaidillah; Puspa Pratiwi; Dwi Aida Masuhuma; Juleyah Fendi Dwi Rakhmawati; Natasya Putri Aulia
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.
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.
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.
Islamic-Based Management of Early Childhood Anxiety for Character and Cognitive Development Alyka Shalsabilah M; Mutmainnah; Arie Martuty; M. Yusran Rahmat
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.v9i1.11090

Abstract

Early childhood anxiety, as a form of mild mental disorder, can hinder cognitive development if not identified and managed appropriately. This study aims to explore the characteristics and causal factors of anxiety in children aged 5–6 years, as well as to examine teacher–parent collaboration in managing anxiety within the framework of Islamic early childhood education. This research employed a qualitative case study approach involving children, teachers, and parents at a kindergarten setting. Data were collected through participant observation, in-depth interviews, and documentation during September 2025. The findings reveal that children exhibited symptoms such as excessive fear, social withdrawal, and decreased concentration, which negatively affected their learning processes. Contributing factors included inconsistent parenting, academic pressure, limited teacher competence in early detection, and weak coordination between school and home. From an Islamic educational perspective, managing anxiety is part of tarbiyah that nurtures children’s emotional balance, faith, and character (akhlaq). Teacher–parent collaboration reflects the principle of amanah (educational responsibility), fostering a supportive environment characterized by compassion, patience, and empathy. Practical strategies such as consistent communication, play-based learning, storytelling, and emotional support contribute to children’s psychological security and readiness to learn. This study highlights that integrating emotional care with Islamic values supports holistic child development, combining cognitive growth with spiritual and moral formation in early childhood education.
Implementasi Kebijakan Sertifikasi Guru PAI dan Implikasinya Pada Proses Pembelajaran di SMAN 1 Baitussalam Aceh Besar Putri Nur Faizah; Silahuddin; Zulfatmi Budiman
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.v9i1.11114

Abstract

This study aims to analyze the implementation of the certification policy for Islamic Religious Education Teachers (PAI), policies from schools in supporting the implementation of PAI teacher certification, its implications for the learning process, and the obstacles faced by PAI teachers in participating in the implementation of certification. Certification is a policy from the government to improve the professionalism of educators. However, the effectiveness of its implementation is not only determined by national regulatory policies, but also how schools as policy implementers support the implementation. This research uses a qualitative-descriptive method, with data collection techniques in the form of in-depth interviews, observations, and documentation. The informants from this study consist of PAI teachers who have participated in certification through the PLPG and PPG routes. The results of the study showed that certification had a positive impact on improving the pedagogical, professional, social, and personality competencies of PAI teachers. Professional allowances also increase teachers' motivation and welfare so as to support media development, learning creativity, and the use of technology in the teaching and learning process. The implementation of certification is effective because of the school's support through the provision of facilities, supervision of the principal, and the fulfillment of teaching hours. However, there are several obstacles, such as the heterogeneity of student character and the uneven post-certification coaching policy. This research confirms that the success of teacher certification is not only determined by national policies, but also by internal school policies that strengthen its implementation. These findings are expected to be a reference for schools, governments, and policy makers in strengthening the implementation of teacher certification in a sustainable manner.
Studi Evaluasi Program Tahsin Online dalam Meningkatkan Kompetensi Membaca Al-Qur’an pada Usia Lanjut Yandi Mariana M.B Kondakh; Mahmudin Sudin
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 Integration and Digital Literacy in Islamic Education Learning Haerudin; Iffah Khadijah; Usep Suherman; Rahma Dilla Zainuri; Agus Fudholi
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.v9i1.11178

Abstract

The integration of technology in Islamic Religious Education (PAI) has become increasingly important in developing students’ digital literacy and supporting Islamic character formation in higher education. This study investigates how technology integration in the PAI Study Program at Universitas Buana Perjuangan Karawang contributes to students’ digital competence, learning engagement, and ethical awareness in Islamic education learning. Using a qualitative case study approach, data were collected through in-depth interviews with lecturers and students, classroom observations, and documentation. The data were analyzed using thematic analysis to identify patterns related to technology use, digital literacy development, and learning interaction. The findings reveal that the use of digital technologies, including laptops, presentation applications, online learning platforms, and educational game-based media, enhances students’ communication skills, creativity, collaboration, and critical engagement in learning. Technology integration also supports the development of responsible and ethical digital behavior aligned with Islamic educational values. However, limitations in infrastructure, internet access, and technological facilities remain significant challenges in optimizing learning effectiveness. This study contributes to the discourse on technology-integrated Islamic education by demonstrating that digital literacy in PAI learning is not limited to technical competence but also includes ethical and character dimensions relevant to the digital era. The findings highlight the importance of balanced technology integration that supports both academic and spiritual development in Islamic higher education.
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.

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