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Atta'dib Jurnal Pendidikan Agama Islam
Published by Institut Agama Islam Negeri Bone
ISSN : 2745665X     EISSN : 27461572     DOI : 10.30863/atta'dib
Core Subject : Religion, Education,
Religion Education Languange, Linguistic, Communication & Media Other
Attadib Jurnal Pendidikan Agama Islam a scientific journal for disseminating results of conceptual research or studies on Islamic religious education, is published two times (June and December) a year. The Attadib Jurnal Pendidikan Agama Islam is managed by the Islamic religious education study program at Bone State Islamic Institute (IAIN Bone).The publications through Attadib Jurnal Pendidikan Agama Islam include results of research or conceptual studies about Teaching Islamic Education and Islamic Education Studies in the Indonesian or international context. The manuscript must be original research, not be simultaneously submitted to another journal or conference. All submitted manuscripts will be initially reviewed by editors and then evaluated by a minimum of two external reviewers through the double-blind review process. This is to ensure the quality of the published manuscripts in the journal. Please kindly submit your manuscript on submission by referring to the template and author guidelines. Any papers not fulfilling these requirements based on the guidelines to authors will not be processed
Arjuna Subject : Umum - Umum
Articles 3 Documents
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Search results for , issue "vol. 7 no. 2 (2026)" : 3 Documents clear
IMPLEMENTATION OF THE TAHSIN METHOD IN OVERCOMING QUR'AN READING DIFFICULTIES AMONG STUDENTS AT AS’ADIYAH BABURRAHMAN GALUNG BERU ISLAMIC BOARDING SCHOOLS Saidah; Nur Indah; Nurbiati; Fitri Kasmirawati
Atta'dib Jurnal Pendidikan Agama Islam Vol. 7 No. 2 (2026)
Publisher : IAIN Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/attadib.v7i2.12492

Abstract

This study aims to find out the implementation of the Tahsin method, as well as its supporting and inhibiting factors, in guiding students who have difficulty reading the Qur'an at the As'adiyah Baburrahman Galung Beru Islamic Boarding School. This study uses a descriptive qualitative approach. Data collection uses observation, interviews, and audio recordings. The informants in this study consisted of the head of the foundation, Tahsin teachers, and students. The collected data are analyzed using qualitative data analysis techniques, including data reduction, data presentation, and conclusion. The results of the study show that the implementation of the Tahsin method is carried out gradually and continuously through the learning of makhārij al-ḥurūf (the place where letters come out), the laws of tajweed, binnaẓar (reading by looking at the mushaf), and preparation for the tahfidz program (memorizing the Qur'an). This activity is carried out nightly, with evaluations through deposit books and congregational prayer practices. Implementing the Tahsin method significantly improves students' ability to read the Qur'an. Supporting factors include a strong foundation, competent teachers, regular learning schedules, and parental involvement. Meanwhile, inhibiting factors include differences in students' initial reading ability, difficulty reciting certain hijaiyah letters, time limitations, and the duration needed for the reading improvement process.
RESEARCH LANDSCAPE OF ARTIFICIAL INTELLIGENCE IN ISLAMIC EDUCATION: A BIBLIOMETRIC ANALYSIS RIDHA AULIA; Siti Suryanih; Annory Langga'o; Raihand Ramadhani Abdul Sayeed; Muhammad Rizqiy
Atta'dib Jurnal Pendidikan Agama Islam Vol. 7 No. 2 (2026)
Publisher : IAIN Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/attadib.v7i2.12497

Abstract

The rapid development of Artificial Intelligence (AI) has expanded research interest in Islamic education; however, the field's intellectual structure, thematic development, and research trajectory remain insufficiently understood. This study examines the research landscape of Artificial Intelligence in Islamic Education through a bibliometric analysis. We analysed 102 Scopus-indexed documents published between 2020 and 15 August 2026. The PRISMA framework guided the systematic identification and selection of documents. At the same time, bibliometric analysis used Bibliometrix/Biblioshiny and VOSviewer through performance analysis and science mapping techniques, including keyword co-occurrence, thematic mapping, co-authorship, bibliographic coupling, and co-citation analysis. The findings indicate significant publication growth, particularly since 2024, with Indonesia and Malaysia emerging as major contributors to scientific production and collaboration. Artificial intelligence, machine learning, deep learning, speech recognition, and Qur’anic learning technologies dominate the conceptual structure. At the same time, research themes have expanded to include AI literacy, personalised learning, technology acceptance, ethics, and governance. Generative AI and ChatGPT have emerged as new research directions but have not yet become dominant themes. This study contributes an integrated knowledge map by revealing the publication development, thematic evolution, collaboration structures, research fronts, and intellectual foundations of AI research in Islamic education, providing a foundation for future scholarly development.
INTERNALIZING RELIGIOUS MODERATION VALUES THROUGH ISLAMIC RELIGIOUS EDUCATION: A CONTEXTUAL STUDY IN AN ELEMENTARY SCHOOL ON ARAR ISLAND, SOUTHWEST PAPUA darnanengsih Darnanengsih; Rusyaid
Atta'dib Jurnal Pendidikan Agama Islam Vol. 7 No. 2 (2026)
Publisher : IAIN Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/attadib.v7i2.12507

Abstract

Religious diversity in elementary schools requires educational practices that foster tolerance, mutual respect, and peaceful coexistence. However, limited empirical attention has been given to how Islamic Religious Education (PAI) internalizes religious moderation within the everyday social context of religiously diverse island communities. This study examines how religious moderation values are internalized through PAI at an elementary school on Arar Island, Southwest Papua. A qualitative descriptive approach involved the principal, teachers, and students as key informants. Data were collected through observations, in-depth interviews, and documentation and analyzed through data reduction, data presentation, and conclusion drawing, supported by source and technique triangulation. The findings show that religious moderation was internalized through the integration of moderation values into PAI learning, dialogic learning practices, teacher role modeling, and interactions among students from different religious backgrounds. Observation and interview data indicated that students cooperated across religious differences, respected peers’ religious practices, and participated in shared school and community activities without religious segregation. These findings suggest that PAI serves not only as a means of teaching religious moderation explicitly but also as a context for developing its values through everyday social interactions. The study contributes empirical insight into PAI-based religious moderation by showing how its internalization is shaped by the religiously diverse social context of an island community in Arar Island, Southwest Papua.

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