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Engkizar
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The Building 1st floor Islamic Studies and deveplement Center (ISDC) Universitas Negeri Padang (UNP). Jln. Prof. Dr. Hamka, Air Tawar Barat, Padang City, West Sumatera.Indonesia. Zipcode 25131. Phone/facs: +62-751 332 04: +62-821 7134 2649: +62-813 7429 3360: +62-812 6753 4449. e-mail: jurnal: kjie@ppj.unp.ac.id; website: http://kjie.ppj.unp.ac.id
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Khalifa: Journal of Islamic Education
Published by Universitas Negeri Padang
ISSN : 25416588     EISSN : 25494783     DOI : -
Core Subject : Religion, Education,
Religion Education
Khalifa: Journal of Islamic Education is openly invites scientists, researchers, and students to contributes in publishing their research under the subject of Islamic education, which includes textual research and field research with various perspectives. This journal encompasses original research articles and review articles, including:This journal encompasses original research articles and review articles, including: Technology In Islamic Education Deradicalization of Islamic Education Philosophy of Islamic Education Islamic Education Policy Gender and Islamic Education Comparison of Islamic Education Islamic Education and Science Nusantara Islamic Education Pesantren Education Islamic Education and Social Transformation Leadership of Islamic Education Figure of Islamic Education Islamic Education Management Curriculum of Islamic Education Innovation of Islamic Education Madrasah Education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol 9 No 1 (2025): March" : 5 Documents clear
Sustainable Development: Implementation and Impact of Augmented Reality in Islamic History Learning Almardiyah, Aina; Khalid, Essalihy; Fajri, Bayu Ramadhani; Akyuni, Quratul
Khalifa Journal of Islamic Education Vol 9 No 1 (2025): March
Publisher : Islamic Studies and Development Center (ISDC) Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/kjie.v9i1.189

Abstract

This study aims to develop an Augmented Reality-based learning tool for Islamic history education in high schools. This research and development (R&D) adopts a six-stage approach: analysis, design, development, implementation, and evaluation (ADDIE). The resulting product has undergone rigorous validation by three experts in Augmented Reality, animation, and Islamic history education. Furthermore, this Augmented Reality-based learning material was tested on 120 students in four high schools. Student responses were carefully collected through questionnaires and analyzed using SPSS software version 26.0. The results showed that all experts agreed that the Augmented Reality product was valid and suitable for use as a learning medium. There are seven advantages to using this medium in learning, namely: the material is easy to understand, the content is clearly presented, the visual design is attractive, it provides a realistic learning experience, the learning experience is enjoyable, the Augmented Reality medium is easy to use, and there is a strong desire to return to learning using Augmented Reality. The use of this Augmented Reality-based learning module has significantly changed the learning experience of students to more concrete, enjoyable results and provided them with new experiences in Islamic history. These findings emphasize the need to continue designing and developing various Augmented Reality-based resources to strengthen the teaching of Islamic cultural history.
Integrative Parenting Model: A Solution for Child Education in Muslim Families Markhmadova, Zhansaya K.; Thuwaiba, Thuwaiba; Rambe, Khairul Fadli; Salaeh, Ibnu Muhammad Yamudin; Sermal, Sermal
Khalifa Journal of Islamic Education Vol 9 No 1 (2025): March
Publisher : Islamic Studies and Development Center (ISDC) Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/kjie.v9i1.391

Abstract

The hustle and bustle of modern life filled with high work demands causes many parents to have difficulty in spending time with their children, hindering the formation of strong emotional relationships between parents and children. The lack of affection and attention from parents can trigger a variety of behavioral problems in children, including the possibility of violence. This article aims to offer a holistic approach to parenting in this digitalization era that combines religious values, culture, and modernity through the concept of Mua'syarah bi Ma'ruf and the principle of Gender Equality. This article is written using a qualitative method with a Systematic Literature Review (SLR) approach that involves a systematic process of searching, selecting, assessing, and synthesizing literature. The literature was cited from reputable journals with screening following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The analysis shows that an integrative parenting model that integrates the concept of Mu`asyarah bil Ma'ruf and the principle of Gender Equality has great potential in building harmonious families and supporting optimal child development. By emphasizing the importance of open communication, mutual respect, and fair division of tasks this model can overcome various modern parenting challenges, such as the influence of social media and high work demands. The implication of this article is to advise parents to apply the integrative parenting model in parenting their children. This model aims to shape character, instill values, and prepare children to face future challenges by integrating the concept of Mu'asyarah bil Ma'ruf and the Principle of Gender Equality.
Teaching Children's Multiple Intelligences through the Kitab Ta'lim Fadhilah Amal: A Study on a Jama'ah Tabligh Family Group Jaafar, Azhar; Langputeh, Sukree; Zemoura, Nawal; Taufan, Muhammad; Kamaruzaman, Nur Rasyidah
Khalifa Journal of Islamic Education Vol 9 No 1 (2025): March
Publisher : Islamic Studies and Development Center (ISDC) Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/kjie.v9i2.392

Abstract

Multiple intelligences are the basic potential granted by Allah SWT to all humans. For children, this intelligence needs to be nurtured, trained, and developed from an early age in a sustainable manner. In the context of Islamic education, there are many ways parents can cultivate a child’s multiple intelligences, for example by reading historical accounts and stories contained in books related to multiple intelligence education. The Kitab Ta’lim Fadhilah Amal is the main reading for the Jama’ah Tabligh da’wah movement group in educating each family member, including their children. In general, this book contains history and messages of life, worship, and spirituality from the Prophet Muhammad SAW, his companions, and previous scholars, presented in the form of stories. This study specifically aims to analyze the effect of story-based education from the Kitab Ta’lim Fadhilah Amal, as practiced by parents, on the development of children’s multiple intelligences in Jama’ah Tabligh families. This research employs a qualitative method with an ethnographic approach. Data were collected through interviews with forty informants selected using a purposive sampling technique. The informants consisted of parents, children, and leaders of Jama’ah Tabligh groups in three different countries: Malaysia, Indonesia, and Thailand. To strengthen the interview data, the author also conducted four years of observation by directly participating in the family activities of the Jama’ah Tabligh group, such as Ijtima’, Bayan Markas, Ta’lim Halaqah, Khuruj, and Jaulah, and even visiting the homes of all informants. All interview and observation data were thematically analyzed using NVivo 12 software. The research findings identified four aspects of intelligence that emerged from story-based education in the Kitab Ta’lim Fadhilah Amal that influenced children’s multiple intelligences. These include: (i) verbal-linguistic intelligence, (ii) intrapersonal intelligence, (iii) interpersonal intelligence, and (iv) spiritual intelligence. The findings of this study can serve as a guide for parents to nurture and develop children’s multiple intelligences from an early age in Muslim families.
Bullying in Preschools: Prevention through Character Education from an Islamic Perspective Kasheem, Majdy; Arpentieva, Mariam R.; Setiana, Nurul; Menshikov, Petr V.
Khalifa Journal of Islamic Education Vol 9 No 1 (2025): March
Publisher : Islamic Studies and Development Center (ISDC) Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/kjie.v9i1.393

Abstract

Prevention of bullying in preschool requires an approach that is appropriate to early childhood development. This study aims to analyze teachers’ efforts in preventing bullying through character education in early childhood from an Islamic perspective. A holistic multiple-case design (single unit of analysis) was used as the research design. Data were collected through observations, interviews with one principal and one experienced teacher, and an in-depth analysis of 21 reputable international scientific articles from several countries (United Kingdom, United States, Taiwan, Hong Kong, Indonesia, Saudi Arabia, Malaysia, Switzerland, Korea, Greece, and Sweden). Observations were conducted over twelve days on the teacher’s learning process, and in-depth interviews were carried out with the same teacher and the principal. All data were analyzed using the interactive qualitative data analysis model Miles & Huberman. The results show that teachers’ efforts in preventing bullying through character education in early childhood from an Islamic perspective are implemented through: (i) providing continuous understanding, good advice, and avoiding discrimination among peers; (ii) demonstrating positive attitudes; (iii) fostering empathy in children; and (iv) maintaining continuous communication between teachers and parents to jointly guide the children. These findings are consistent with behaviorist, constructivist, humanistic, and Islamic perspectives, all of which emphasize the importance of environmental support and direct experience in character building, which in turn has implications for preventing bullying in early childhood. The findings of this study can be used as one of the primary approaches for preventing bullying in early childhood.
Community Service Report: Islamic Education Teachers' Work Program in Realizing SDGs 4 Numan, Muhammad; Toure, Youcha Alassane
Khalifa Journal of Islamic Education Vol 9 No 1 (2025): March
Publisher : Islamic Studies and Development Center (ISDC) Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/kjie.v9i1.396

Abstract

Islamic education teachers have significant duties and responsibilities in society. As outstanding individuals, teachers educate students in formal and non-formal schools. Furthermore, as members of society, teachers must be role models and examples as mentors in the community in realizing the ideals and goals of mutual progress (SDGs4). This study aims to find out what Islamic education teachers do as a form of real work in the community. This study uses a qualitative method with an ethnographic approach. Data sources were obtained from fifteen informants through in-depth interviews selected using purposive sampling techniques. To strengthen the interview data, the author also conducted observations by directly participating in various real activities of the teachers who were the subjects of the study. All data were analyzed using Miles and Huberman's thematic technique. The research findings show five activities carried out by Islamic education teachers in realizing ideals and mutual progress in the community. The five activities are: i) establishing learning communities for all segments of society, ii) actively participating in the management and development of houses of worship, iii) establishing literacy centers, iv) implementing environmental conservation programs, and v) collaborating to realize inclusive education. These five findings can serve as examples for Islamic education teachers in carrying out community-based work within society to achieve SDGs 4.

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