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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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PERAN PSIKOLOGI DALAM PENDIDIKAN YANG BERORIENTASI TERHADAP NILAI UNTUK MEWUJUDKAN GENERASI YANG JUJUR DAN AMANAH Millatus Sa’diyah
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.v9i1.11190

Abstract

This study aims to analyze the role of Islamic educational psychology in shaping honest and trustworthy (amanah) character among students. The study employed a qualitative approach through library research by analyzing various relevant literature related to educational psychology, Islamic education, and character development. The findings reveal that Islamic educational psychology plays a significant role in integrating cognitive, affective, and spiritual dimensions within the learning process. The formation of honest and trustworthy character is determined not only by the transfer of knowledge but also by strengthening faith, habituating moral behavior, and creating a learning environment that supports students’ personality development. Pedagogically, these findings emphasize that psychological approaches in Islamic education can create more meaningful learning processes by considering students’ emotional development, self-awareness, and social responsibility. This implies the importance of integrating the values of honesty and trustworthiness into learning strategies, character education models, and teacher–student interactions. This study provides a conceptual contribution to the development of value-based Islamic education, particularly in designing learning processes that are oriented not only toward intellectual achievement but also toward character formation and students’ moral awareness.
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.
Konsep Tarbiyah Menurut Ibnu Taimiyyah: Studi Filosofis tentang Fondasi Keimanan, Akhlak, dan Pembiasaan dalam Pendidikan Islam Adi Kusmanto; Nasrulloh; Maftuh; Hartoyo
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.v9i1.11252

Abstract

This study examines the concept of tarbiyah in the educational thought of Ibn Taymiyyah and analyzes its philosophical foundations within the broader context of Islamic intellectual history. Using a qualitative library research design, the study analyzes key primary texts, particularly Majmu‘ al-Fatawa and Kitab al-Iman, alongside relevant contemporary scholarship. The findings reveal that Ibn Taymiyyah’s concept of tarbiyah constitutes an integrative educational model grounded in tawhid, moral character formation (akhlaq), and habituation as a practical mechanism for ethical development. Unlike approaches that emphasize mystical or speculative dimensions of education, his framework is rooted in scriptural authority and practical moral discipline, reflecting a critical stance toward speculative theology (kalam). This study argues that Ibn Taymiyyah’s educational thought offers a coherent philosophical framework that integrates theological belief, ethical formation, and social practice. Theoretically, it contributes to the reconceptualization of Islamic education as a holistic system that connects faith, knowledge, and action. Practically, the framework provides insights for contemporary Islamic education, particularly in developing value-based curricula, character education, and holistic assessment models that integrate cognitive, moral, and spiritual dimensions.
PENGUATAN KARAKTER WIRAUSAHA SANTRI BERBASIS PENDIDIKAN PESANTREN DARUL AMANAH Nur Khasan; Iman Fadhilah; Ali Imron
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.v9i1.11259

Abstract

This study examines the formation of Islamic entrepreneurial character among santri at Pondok Pesantren Darul Amanah through a tarbiyah-based educational approach. Unlike conventional entrepreneurship education, which primarily emphasizes economic independence, pesantren-based entrepreneurship places spiritual values, moral responsibility, and social benefit (maslahah) as its fundamental principles. This study aims to analyze how the pesantren educational system shapes students’ entrepreneurial character through the integration of religious learning, daily practices, and the internalization of Islamic values. The research employed a qualitative approach with a field research design. Data were collected through observation, in-depth interviews, and documentation. The data were analyzed using thematic analysis by employing Islamic educational principles, particularly tarbiyah, akhlaq, and maqasid al-shariah, as interpretative frameworks. The findings reveal that the formation of entrepreneurial character in the pesantren is not merely oriented toward economic competence but represents a holistic process integrating the values of honesty (siddiq), trustworthiness (amanah), discipline, and social responsibility. These values are cultivated through integrated learning practices, such as sorogan and bandongan methods, direct involvement in pesantren business units, and continuous moral guidance from the caregivers. This study contributes to the development of a tarbiyah-based Islamic entrepreneurship education model that positions pesantren as an alternative educational paradigm for producing ethical, character-driven entrepreneurs who are oriented toward the welfare of the Muslim community.
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.
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.
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.
KONSEP FILOSOFIS (ISLAM & BARAT) TENTANG PENDEKATAN DAN METODE PENDIDIKAN Ery Nofrizal; Muslimah; Luqman Baehaqi
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.v9i1.11843

Abstract

This study aims to comparatively analyze the concepts of Islamic and Western educational philosophy and formulate an integrative synthesis of both in developing a contemporary educational approach. This study uses a qualitative approach with a library research method through content analysis techniques on relevant primary and secondary sources, including books, scientific articles, and academic literature on Islamic and Western educational philosophy. Data analysis is carried out through the stages of data reduction, theme categorization, data presentation, and drawing conclusions using descriptive-analytical-comparative methods. The results show that Islamic education is based on the principle of monotheism that integrates revelation and reason in the formation of people who are faithful, pious, and have noble character, while Western education is based on rationalism and empiricism that emphasize the development of intellectual, critical, and innovative abilities. In terms of educational approach, Islam emphasizes a balance between spiritual, moral, and intellectual dimensions, while the West places more emphasis on scientific rationality and the development of critical thinking skills. In terms of learning methods, Islamic education uses role models, habituation, advice, and value reflection, while Western education uses experiments, problem-based learning, and evidence-based learning. This research concludes that the integration of these two paradigms can be developed in the form of a holistic contemporary educational approach, namely the integration of the spiritual and ethical values ​​of Islamic education with the strengths of Western scientific educational methodology, resulting in an educational system that balances intellectual, moral, and spiritual development.

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