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Setria Utama Rizal
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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
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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 234 Documents
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Beyond Teacher Roles: School–Family Synergy in Fostering Religious Discipline Reinita Nur Rahmah
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.v9i2.12038

Abstract

Religious discipline is an important dimension of character formation in Islamic education. Although previous studies have examined Islamic Religious Education (IRE) teachers and school religious programs, less attention has been given to how teacher guidance, family support, school culture, and students’ internal motivation work together to sustain religious discipline. This study analyzes the roles of IRE teachers, examines the implementation of religious discipline guidance, and identifies internal and external factors shaping students’ religious discipline at Dharma Pancasila Junior High School, Medan. A qualitative descriptive design was used with observations, semi-structured interviews, and documentation involving one principal, two IRE teachers, and twelve students selected purposively. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings show that teachers act as educators, mentors, motivators, role models, facilitators, and evaluators, but their efforts are sustained by school routines, family support, and students’ personal awareness. The study offers an integrative perspective suggesting that students’ religious discipline is associated with the interaction of tarbiyah, uswah hasanah, ta’dib, and habituation across school and family settings.
Internalizing Religious Moderation through Islamic Pedagogy: The Teacher’s Strategies and School Culture in Secondary Education Bukhori; Muhammad Qorib; Zuliana
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.v9i1.12096

Abstract

The increasing diversity of students’ religious backgrounds highlights the need for Islamic Religious Education (PAI) to move beyond religious knowledge transmission toward the internalization of values that support tolerance, respect, and peaceful coexistence. This study examines how the teacher PAI internalize religious moderation values and how these values are reinforced through school culture. A qualitative descriptive approach was employed through observations, in-depth interviews, and documentation, involving the PAI teacher as the primary informant, supported by the school principal and learning documentation. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña through data condensation, data display, and conclusion drawing and verification. The findings indicate that religious moderation may be internalized through classroom instruction, teacher role modeling, religious habituation, dialogic conflict resolution, and collaboration among teachers, guidance and counseling personnel, and parents. The values emphasized include tolerance, mutual respect, peaceful coexistence, nationalism, and appreciation of religious diversity. Theoretically, this study contributes to Islamic educational scholarship by conceptualizing religious moderation as an integrated pedagogical and cultural process that connects religious knowledge with students’ lived experiences. Practically, the findings suggest the importance of integrating moderation values into instruction, curriculum design, and school culture while strengthening collaboration among teachers, counselors, and parents. Thus, religious moderation is not merely an instructional objective but a continuous process of character formation.
A Competency-Based Analysis of Challenges Faced by Novice Elementary Teachers in English as a Medium of Instruction Intan Aura Kesuma; Disa Evawani Lestari
Al-Mudarris Vol 8 No 3 (2025): Al-Mudarris
Publisher : Jurusan Tarbiyah, IAIN PALANGKARAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/mdr.v8i3.11547

Abstract

While the challenges of English as a Medium of Instruction (EMI) at the elementary level are well-documented, extant research has largely overlooked the unique developmental hurdles faced by novice teachers those in their first three years of service who lack the structured mentorship of pre-service programs. This study fills this gap by providing a competency-based analysis (pedagogical, personal, social, and professional) of the specific obstacles novice elementary teachers encounter in EMI settings. Qualitative methods were used, with a case study approach; semi-structured interviews were conducted with five elementary teachers with less than three years of EMI experience. Data were analysed through thematic analysis, ensuring verification and consistency in coding. Peer debriefing with experts provided external feedback for validity. The findings reveal significant obstacles across pedagogical, personal, social, and professional competencies. Teachers struggle to adapt their strategies to accommodate diverse student English proficiency levels and face difficulties in delivery content, especially with technical terms, which diminishes their confidence and authority in classroom interactions. Being corrected by students negatively impacts their teaching efficacy. Additionally, novice teachers have challenges engaging students and communicating with colleagues, particularly expatriate teachers. There is a strong need for targeted professional development to address these issues. Regular discussions among teachers are recommended to foster a supportive environment, highlighting the urgent need for comprehensive professional development programs.
Islamic Religious Education as a Pedagogical Foundation for Strengthening the Pancasila Student Profile through Project-Based Learning Silfia Nurul Huda; Wasehudin; Abdul Mu’in; Fandy Adpen Lazzavietamsi; 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.v9i1.11882

Abstract

This study investigates the integration of Islamic Religious Education (IRE) into the Project for Strengthening the Pancasila Student Profile (P5) under the Build Body and Soul theme at SMPN 1 Lebak Wangi, Indonesia. The study addresses the limited empirical evidence regarding how Islamic Religious Education can function as a pedagogical foundation for achieving the six dimensions of the Pancasila Student Profile through project-based learning. A qualitative field research design was employed using classroom observations, semi-structured interviews with the P5 coordinator, Islamic Religious Education teachers, and students, as well as document analysis. The data were analyzed using an interactive qualitative analysis approach involving data condensation, data display, and conclusion drawing. The findings reveal that integrating Islamic Religious Education into P5 extends beyond strengthening students' spiritual competence by fostering responsibility, collaboration, critical thinking, creativity, independence, and social awareness through authentic project-based activities. Rather than functioning merely as supplementary religious content, Islamic Religious Education served as a pedagogical framework that enabled students to internalize Islamic values within meaningful learning experiences. This study contributes to Islamic education scholarship by demonstrating a contextual model for integrating Islamic Religious Education with project-based character education in the Merdeka Curriculum. Practically, the findings provide guidance for teachers and schools in designing P5 activities that simultaneously strengthen religious character and holistic student competencies through authentic learning experiences.

Page 24 of 24 | Total Record : 234

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