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Hasrian Rudi Setiawan
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arrasyid@umsu.ac.id
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+6285277750570
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arrasyid@umsu.ac.id
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Program Studi Pendidikan Agama Islam Fakultas Agama Islam Universitas Muhammadiyah Sumatera Utara. Jln. Kapten Mucktar Basri No. 3 Medan
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Ar-Rasyid: Jurnal Pendidikan Agama Islam
Published by Universitas Muhammadiyah Sumatera Utara
ISSN : -     EISSN : 28088328     DOI : 10.30596/arrasyid
Core Subject : Religion, Education,
Religion Education Languange, Linguistic, Communication & Media
Ar-Rasyid: Jurnal Pendidikan Agama Islam merupakan peer review jurnal nasional yang diterbitkan oleh Universitas Muhammadiyah Sumatera Utara pada Program Studi Pendidikan Agama Islam. Ar-Rasyid: Jurnal Pendidikan Agama Islam, terbit pertama kali pada tahun 2021. Redaksi mengucapkan terima kasih kepada seluruh masyarakat khususnya akademisi, peneliti, dan pendidik yang telah menyumbangkan dedikasi intelektualnya. Artikel yang dimuat dalam Ar-Rasyid: Jurnal Pendidikan Islam, adalah karya asli penulis yang belum pernah dipublikasikan di media manapun. Ar-Rasyid: Jurnal Pendidikan Agama Islam, menerima manuskrip di bidang penelitian termasuk bidang ilmiah yang relevan dengan: kajian pendidikan agama Islam. Artikel yang dikirim dapat ditulis dalam bahasa Indonesia, Arab, atau Inggris. Ar-Rasyid: Jurnal Pendidikan Agama Islam diterbitkan dua kali setahun, yaitu pada bulan Mei dan November.
Arjuna Subject : Umum - Umum
Articles 109 Documents
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Implementation of Napkin AI Technology in Cooperative Learning and Its Effect on Students' PAI Learning Outcomes Mujahidah Mujahidah
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Publisher : AR-RASYID : Jurnal Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/arrasyid.v6i1.30045

Abstract

This study aims to examine the effect of applying a cooperative learning model assisted by Napkin AI media on the learning outcomes of fifth-grade Islamic Religious Education students at SDN 08 Watampone. Using a quantitative experimental approach, this study involved 25 fifth-grade students in the 2025/2026 academic year as subjects. Data were collected through multiple-choice learning outcome tests in the form of pretests and posttests, then analyzed using the Paired Sample t-Test. The results of the study showed a significant increase, where the average student score before treatment was 50.96, which is considered low, rising to 81.80 after treatment and categorized as high. The statistical test results with a significance value of 0.000 0.05 also confirmed the presence of a significant influence. The implementation of a cooperative learning model assisted by Napkin AI has been proven effective in improving students' PAI learning outcomes, as indicated by the change from a low to a high category and the significant influence between before and after the implementation.
Revitalising Traditional Arabic Teaching Methods through a Communicative and Contextual Approach Maspi Fathurroziq; Adi Fadli
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Publisher : AR-RASYID : Jurnal Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/arrasyid.v6i1.30295

Abstract

To date, Arabic language teaching in various educational institutions still tends to adhere to a traditional approach that emphasises the structural mastery of the rules of nahwu and sharaf. In practice, this focus often results in a mechanistic learning process that leaves little room for the development of learners’ communicative skills; consequently, proficiency in Arabic frequently remains at the level of grammatical knowledge, whilst active language skills have not developed to their full potential. This study highlights the importance of revitalising Arabic language teaching methods using a qualitative research approach with library research. Data was obtained from various scientific sources relevant to the subject matter. The analysis was conducted descriptively and analytically through the interpretation of concepts and the synthesis of ideas, resulting in a comprehensive understanding. The findings of this study indicate that the revitalisation of Arabic language learning does not mean abandoning traditional methods, but rather refocusing them to make them more communicative and contextual. Grammar remains the cornerstone, but is put into practice through real-life activities such as dialogue and the analysis of texts that are closely linked to the learners’ life experiences. Teaching methods are also supported by various digital media to keep pace with the times and technological developments.
Strategies for Islamic Religious Education in Countering Radicalism: An Analysis of the Integration of Religious Moderation Values into the Curriculum Hisnur Rinjani Jagat
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Publisher : AR-RASYID : Jurnal Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/arrasyid.v6i1.30084

Abstract

This study aims to conduct an in-depth examination of the integration of religious moderation into the development of the Islamic religious education curriculum as a means of strengthening the learner profile. This study is grounded in the urgent need to foster a moderate religious character amidst the increasingly complex dynamics of social life. In an educational context, this strengthening is of paramount importance as a preventive measure to counter the emergence of radical ideologies and intolerant attitudes that have the potential to disrupt social harmony and national values. This research employs a qualitative descriptive approach using a literature review method. Data were collected by examining various relevant literature, then analysed critically and conceptually to produce a comprehensive and structured understanding. The research subsequently found that, although the curriculum has accommodated the values of religious moderation, its implementation in practice still faces various challenges. These constraints are primarily related to the limited competence of educators, as well as the availability and quality of teaching resources. Nevertheless, the values of religious moderation can be internalised in the daily lives of students through a holistic and collaborative approach to learning. Thus, learning does not merely remain within the cognitive realm, but also touches upon behaviour and affective aspects.
A Love-Based Curriculum from a Hadith Perspective: A Conceptual Analysis of the Integration of Values of Compassion and Ahlak in Islamic Religious Education Asep Hikmatullah; Moh. Nasir; Ramdani Nopandri; Namiyah Fitriani; Ibnu Imam Al Ayyubi
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Publisher : AR-RASYID : Jurnal Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/arrasyid.v6i1.29741

Abstract

This study aims to analyze a love-based curriculum from the perspective of hadith and the integration of compassion and moral values (akhlak) in Islamic religious education. This research employs a qualitative approach of the library research type and the thematic (maudhu'i) approach to hadith studies. The results show that compassion is a fundamental aspect of Islamic teachings. The Prophet's hadiths not only serve as a normative source of Islamic teachings but also possess significant pedagogical dimensions in building an educational paradigm. The values contained in the hadiths, such as rahmah (mercy/compassion), empathy, gentleness, social care, and morals (akhlak), constitute the primary foundation for designing a humanistic curriculum. The love-based curriculum model from the hadith perspective consists of three main components. First, the source of values, namely the hadiths of Prophet Muhammad (peace be upon him) which contain the principles of compassion and morals as the theological basis of education. Second, the core values, which include rahmah, empathy, gentleness, care, and morals (akhlak), serving as the foundation in education. Third, curriculum integration, i.e., the application of these values into the main components of the Islamic religious education curriculum: objectives, content or materials, methods, and learning evaluation.
Authentic Assessment in Islamic Religious Education and the Pancasila Student Profile Development Rendi Haryadi; Muhlis Muhlis; Lubna Lubna; Nurusshobah Nurusshobah
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Publisher : AR-RASYID : Jurnal Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/arrasyid.v6i1.30156

Abstract

This study aims to examine the implementation of authentic assessment in Islamic Religious Education (PAI) and its relevance to the development of students religious character as well as the reinforcement of values within the Pancasila Student Profile. A qualitative approach was employed through library research by reviewing various academic sources, including books, journal articles, and policy documents. The data were analyzed descriptively using content analysis to obtain a comprehensive understanding of authentic assessment concepts and practices. The findings reveal that authentic assessment provides a holistic evaluation of students attitudes, knowledge, and skills through contextual and real-life-based learning activities. In the context of PAI, this approach enables teachers to better identify the internalization of religious values reflected in students behavior, such as honesty, discipline, responsibility, and respect. Furthermore, authentic assessment contributes to strengthening key dimensions of the Pancasila Student Profile, particularly faith, piety, and noble character.
Implementation Of The Values Of The 8 Rukuns Of Students In Character Internalization At The SPMAA Islamic Boarding School In Turi Lamongan Nadira Eka Palupi; Jasminto Jasminto
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Publisher : AR-RASYID : Jurnal Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/arrasyid.v6i1.29863

Abstract

This research aims to describe the form of the 8 Santri Pillars at Pondok Pesantren SPMAA Turi Lamongan and analyze their implementation in forming student character. This study also identifies supporting and inhibiting factors in the implementation process of these spiritual guidelines. The research uses a qualitative approach with a descriptive field research type. Data were collected through participant observation, in-depth interviews with caregivers, teachers, and students, and documentation studies. The subjects were determined using purposive sampling to ensure data credibility. Data analysis followed the stages of reduction, data display, and conclusion drawing, with validity guaranteed through source and method triangulation. The results show that the 8 Santri Pillars consist of congregational prayers, tahajud, dhuha, sunnah fasting, Quranic and Hadith studies, general lectures, and holy reflection. These practices serve as a structured spiritual system that internalizes values of discipline, independence, and responsibility. Character formation occurs through consistent habituation and continuous spiritual training rather than mere cognitive instruction.
Human Resource Limitations and Their Impact on Teacher Competence and Quality Assurance in Islamic Education in Indonesia Sajidin Sajidin; Muaripin Muaripin; Ary Maulana Muaripin; Muhammad Rifqi Fathurrahman; Muhamad Hanif Al-Haya Muaripin
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Publisher : AR-RASYID : Jurnal Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/arrasyid.v6i1.30214

Abstract

Islamic education in Indonesia, particularly in institutions under the Ministry of Religious Affairs, continues to encounter challenges in maintaining educational quality. This study aims to examine the factors influencing teacher competence in madrasas and analyze their impact on educational quality. A qualitative case study approach was employed, with data collected through in-depth interviews involving teachers, school principals, and relevant government officials. The findings reveal that limited access to professional development programs, uneven policy implementation, and inadequate incentive systems are the primary factors contributing to low teacher competence. These constraints hinder the effectiveness of instructional practices and negatively affect student learning outcomes. Furthermore, disparities in resource distribution between regions exacerbate the issue, particularly in marginalized areas. In conclusion, improving teacher competence is essential to enhancing the quality of Islamic education. This study recommends expanding access to continuous professional development, ensuring equitable policy implementation, and strengthening incentive mechanisms for educators. These efforts are expected to support sustainable improvements in teaching quality and student achievement within madrasas in Indonesia.
Integrating Deep Learning Approaches to Enhance Student Engagement in Islamic Cultural History Education at MTs Miftahul Huda Pelepat Ilir Hendriyadi Hendriyadi; Afit Datul Musafa’ah; Luluk Alfiyyah; Eva Fauziah; Husnah Husnah
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Publisher : AR-RASYID : Jurnal Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/arrasyid.v6i1.29927

Abstract

Penelitian ini bertujuan untuk menyebarkan penerapan pembelajaran mendalam dalam pengajaran sejarah budaya Islam, dengan fokus pada gaya belajar siswa dan keterlibatan aktif mereka dalam pembelajaran di kelas dari perspektif kognitif, afektif, dan spiritual. Penelitian ini menggunakan pendekatan kualitatif yang dilakukan di MTs Miftahul Huda Pelepat Ilir, dengan sampel yang terdiri dari 2 guru pendidikan agama dan 23 siswa kelas delapan, yang dipilih melalui pengambilan sampel bertujuan. Data dikumpulkan melalui observasi awal, wawancara, dan dokumentasi sepanjang penelitian. Hasil penelitian menunjukkan bahwa penerapan pembelajaran mendalam melalui model Pembelajaran Berbasis Masalah (PBL) dapat meningkatkan keterlibatan siswa dalam proses transfer pengetahuan, menumbuhkan kepercayaan diri dalam mengembangkan ide, dan mengembangkan pemikiran kritis. Pendekatan ini tidak hanya memperkuat pemahaman konsep siswa tetapi juga membimbing mereka menuju nilai-nilai Islam yang bermakna dalam pembelajaran. Temuan penelitian ini menekankan bahwa pendekatan pembelajaran mendalam merupakan strategi pembelajaran interaktif yang secara efektif meningkatkan keterlibatan aktif siswa dalam mempelajari sejarah budaya Islam.
Strategies Implemented by Islamic Religious Education Teachers in Developing Religious Tolerance among Students at Ndona 1 State Junior High School, Ende Regency Nadya Muktar; Erlan Muliadi; Erwin Padli
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Publisher : AR-RASYID : Jurnal Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/arrasyid.v6i1.30538

Abstract

This study aims to examine the strategies employed by Islamic Religious Education (PAI) teachers to foster religious tolerance at SMP Negeri 1 Ndona, Ende Regency, while identifying the supporting and inhibiting factors of implementation. A qualitative phenomenological method was applied to gain deep understanding of participants’ experiences and perspectives. Data were collected through observation, interviews, and documentation involving PAI teachers, the school principal, Catholic religious education teachers, Muslim and non-Muslim students. Data analysis followed the interactive model of Saldanak (2014) through data reduction, data presentation, and conclusion drawing, with source and methodological triangulation to ensure validity. Results indicate that PAI teachers employ three key strategies: (1) integrating tolerance values into formal instruction through dialogic and contextual learning, (2) serving as role models by demonstrating inclusive conduct in daily school interactions, and (3) providing personal guidance outside class hours to address students’ social attitudes. Supporting factors include adequate facilities and inclusive school policies, while inhibiting factors include students’ exclusive home environments and limited understanding of religious diversity. This study concludes that the cultivation of religious tolerance requires a holistic, integrated approach combining instructional strategies, exemplary modeling, and sustained personal guidance, and that long-term effectiveness depends on consistent collaboration among schools, families, and the broader community. These findings contribute to the development of PAI-based tolerance education models applicable in religiously diverse public school contexts.

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