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Arfannur: Journal of Islamic Education
Published by Institut Agama Islam Negeri Pontianak
ISSN : -     EISSN : 27752429     DOI : https://doi.org/10.24260/arfannur.vXiX.XXXX
Core Subject : Education, Social,
Education Social Sciences Other
ARFANNUR: Journal of Islamic Education Thought focuses on scientific articles resulting from a multidisciplinary approach in discussing issues of Islamic education in the archipelago and abroad. Scope: Islamic Education Thought of figures, Learning Curriculum, Education Management, Learning Strategy, Education Policy, Educational Technology, Manuscript of Islamic religious education, Tradition and Islamic education values
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 112 Documents
 8   9   10   11   12 
Pembelajaran Contextual Learning dalam Pendidikan Agama Islam Sebagai Upaya Menangkal Radikalisme di Kalangan Remaja Murtadlo, Sururul; Munji, Ahmad; Faizudin, Faizudin; Wasehudin, Wasehudin
Arfannur: Journal of Islamic Education Vol. 6 No. 3 (2025)
Publisher : The Magister of Islamic Education IAIN Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/arfannur.v6i3.4396

Abstract

One of the problems of radical movements in Islam that threatens national integrity is the radicalization among students, which leads them to systematically attack existing institutions. This phenomenon can be prevented through the application of Contextual Learning. Learning that connects religious teachings with relevant social contexts in students’ daily lives tends to produce a more moderate understanding of religion. This study aims to explore how the implementation of Contextual Learning in Islamic education impacts the ideological resilience of youth. The research employed a qualitative method with in-depth interviews of teachers and students, as well as document analysis related to the implementation of learning. The findings indicate that the application of Contextual Learning not only enhances students’ understanding of religious moderation but also strengthens their ability to think critically about radical ideologies. Significantly, this approach fosters attitudes of respecting differences, rejecting religiously motivated violence, and building students’ ideological resilience in the face of radical penetration. The main contribution of this study to the development of Islamic education is to provide empirical evidence that Contextual Learning is effective as a pedagogical strategy to reinforce religious moderation. Therefore, the development of the Islamic education curriculum needs to integrate this model so that future generations possess moderate attitudes, critical thinking skills, and readiness to face contemporary social and ideological challenges.
School Human Resource Management (HRM) Strategy Rooted in Culture and Oriented Towards Digital: Responding to Disruption Challenges in an Adaptive and Meaningful Way Syahfitri, Dinda; Yunera, Syabrina; Syam, Dewi Sumiyarsih; Nellitawati, Nellitawati; Al Kadri, Hanif; Setiawati, Merika
Arfannur: Journal of Islamic Education Vol. 6 No. 3 (2025)
Publisher : The Magister of Islamic Education IAIN Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/arfannur.v6i3.4508

Abstract

Digital transformation has fundamentally shifted the paradigm of human resource management (HRM) in the education sector, particularly within school administration, which must now adapt to the dynamics of technological disruption. This article explores a school HRM development strategy rooted in local cultural values and oriented toward digital technology as an adaptive and meaningful response to the demands of the Society 5.0 era. Through a comprehensive literature review and critical analysis, five key pillars are identified: strengthening digital competencies, cultivating a growth mindset, innovating work processes, fostering cross-sector collaboration, and implementing performance management systems based on digital platforms. The study highlights the importance of integrating local wisdom in shaping resilient and collaborative human resources while accelerating inclusive and context-sensitive technology adoption. The practical implications of this research offer strategic directions and policy recommendations for educational institutions and stakeholders aiming to build adaptive, innovative, and sustainable school governance in the face of ongoing disruption.
Memorizing with the Heart, Educating with Values: Strategies and Impact of Al-Qur'an Memorization Learning at MTs Tarbiyatul Banin Hilda Lailatul Mufida; Eko Sumadi
Arfannur: Journal of Islamic Education Vol. 6 No. 3 (2025)
Publisher : The Magister of Islamic Education IAIN Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/arfannur.v6i3.4522

Abstract

This study aims to investigate in depth the strategies, implementation, and impact of the Al-Qur'an tahfidz learning program at MTs Tarbiyatul Banin. This study uses a qualitative approach with a case study design to gain an in-depth understanding of the phenomenon under study. Data collection techniques included participatory observation, in-depth interviews, and analysis of relevant documents. The findings showed that the tahfidz learning strategy was developed with a planned strategy through the routine application of the talaqqi, ziyadah, murojaah, and tasmi' methods. The program is implemented through regular steps, including preparation for memorization, submission of memorization to teachers, and regular evaluation. Since its implementation in 2017, this program has received full support from the madrasah and students' parents. The positive effects of the program can be seen in the students' cognitive aspects, which tend to be stable and even improve, as well as in the development of good character, such as discipline, a sense of responsibility, and love for the Qur'an.The findings of this study indicate that the tahfidz program can be implemented effectively in the context of formal education as a way to produce a generation with broad knowledge and commendable morals.
Makna Perintah Iqra’ dan Ayat Serupa dalam Tafsir Al-Munir: Studi Tematik Surah Al-‘Alaq, Al-Haqqah, dan Al-Isra Pauspaus, Bidasari; Iqbal, Ipmawan Muhammad; Rokhani, Siti
Arfannur: Journal of Islamic Education Vol. 6 No. 3 (2025)
Publisher : The Magister of Islamic Education IAIN Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/arfannur.v6i3.4533

Abstract

This study explores the meaning and scope of the command Iqra’ as the first revealed word in the Qur’an, emphasizing its intellectual and spiritual implications. Far beyond its literal meaning "to read," Iqra’ signifies a comprehensive call to seek knowledge, reflect upon creation, and engage in deep spiritual contemplation. Using a thematic qualitative approach and literature review method, this research analyzes Qur’anic verses containing the term Iqra’—particularly Surah Al-‘Alaq (verses 1 and 3), Al-Isra’ (verse 14), and Al-Haqqah (verse 19)—through the lens of Tafsir al-Munir. The findings reveal that Iqra’ forms the foundation of Islamic epistemology, integrating intellectual pursuit with monotheistic consciousness (tawhid) and ethical responsibility. The study also examines related terms such as qara’a, talā/tilāwah, and kataba, highlighting their conceptual relationship in constructing a Qur’anic worldview. Ultimately, Iqra’ emerges not merely as a command to read but as a profound symbol of the Islamic civilizational awakening rooted in knowledge, faith, and accountability before God.
Akidah Islam dan Teologi Multikultural: Strategi Pendidikan Agama Islam untuk Membentuk Karakter Moderat Generasi Z Adzibah, Salsabila I'tilaful; Adzillah, Salsabila Nur Imatul; Arif, Mahmud
Arfannur: Journal of Islamic Education Vol. 6 No. 3 (2025)
Publisher : The Magister of Islamic Education IAIN Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/arfannur.v6i3.4588

Abstract

This study aims to examine the meaning of Islamic creed (ʿaqīdah) within the framework of multicultural theology and explore its integration into Islamic Religious Education (IRE) strategies to shape moderate character among Generation Z. The research employed a descriptive qualitative approach through library research, enabling a critical analysis of academic literature, policy documents, and curriculum frameworks. The findings reveal that Islamic creed, when interpreted inclusively through the lens of multicultural theology, functions not only as a spiritual foundation but also as a social ethic that nurtures the values of tolerance (tasāmuh), equality (musāwah), justice (taʿādul), and compassion (raḥmah). Contextual, participatory, and experience-based IRE strategies prove to be highly relevant for Generation Z, who are critical, adaptive, and digitally literate. The implications highlight the crucial role of curriculum development, pedagogical innovation, and teacher competence in delivering transformative religious education that simultaneously prevents radicalization. However, the study acknowledges its conceptual limitations, emphasizing the need for further empirical and comparative research to test the effectiveness of the proposed strategies across diverse educational and social settings. Accordingly, this study offers both theoretical and practical contributions to strengthening religious moderation among Generation Z in alignment with the vision of Islam as raḥmatan lil-ʿālamīn
Islamic Education and the Promotion of Societal Values in Indonesia: A Critical Analysis of Curricula, Pedagogical Practices, and School Culture Barry, Aboubacar; Diallo, Thierno Dardaye; Diallo, Thierno Abdoul Goudous; Yousef, Hateenah Ali Sulaiman
Arfannur: Journal of Islamic Education Vol. 7 No. 1 (2026)
Publisher : The Magister of Islamic Education IAIN Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/arfannur.v7i1.4811

Abstract

This research rigorously analyzes how Islamic education serves to promote value-based education in Indonesia through curriculum, pedagogy, and school culture. In particular, the study hopes to understand how educational practices based on Islamic principles contribute to the students' moral disposition, civic obligations, and sense of belonging to a diverse society. A qualitative documentary method (focused on textual and curricular analysis of Qur’anic principles, classical writings, and recent educational literature) was employed in the study, examining how Islamic values were conveyed and emphasized through formal lessons.The research results point to cultural aspects of Islamic education playing a major role in developing the moral self by emphasizing and cultivating an ethical climate, quality, and character of a school. Teachers will lead as role models that are ethical, school working structures will reinforce values such as honesty, caring, respect, & taking responsibility. A school will provide students with opportunities to connect with morals through storytelling, reflection, service-learning experiences, and communal worship opportunities, which support cognitive change and emotional growth. In addition, Islamic education will enhance social harmony through robust processes of tolerance, and intercultural knowing and understanding, employing ethical frameworks and discourses of understanding. Results suggest that Islamic education can augment developmental learning for ethical citizens, so long as it pathways to both traditional and recent pedagogical understandings. These insights have profound implications for curriculum developers, educators, and policymakers dedicated to improving the societal relevance of religious education in modern, pluralistic societies.
DIF (Differential Item Functioning) Analysis on the Self-Acceptance Scale Based on Al-Ghazali’s Theory Using the Rasch Model Mawaddati, Ilmi; Suprananto
Arfannur: Journal of Islamic Education Vol. 7 No. 1 (2026)
Publisher : The Magister of Islamic Education IAIN Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/arfannur.v7i1.4832

Abstract

This study aims to develop and analyze a self-acceptance instrument based on Al-Ghazali’s theory using the Rasch Model approach, as well as to detect item bias or Differential Item Functioning (DIF) based on gender. The instrument was constructed based on four main aspects from Al-Ghazali’s theory: tawakal, syukur, sabar, ikhlas. The participants were 439 active ungraduate students of IAIN Pontianak in the 2024 academic year, selected using proportionate cluster random sampling technique. The content validity of the instrument items was tested using Aiken’s V formula, involving six experts and obtained an average value 0f 0.95, which is categorized as very high. Data analysis was conducted using the Winsteps software. The results showed that out of 43 items, several items were identified as having potential DIF. Specifically, in the aspects of tawakal (5 items), syukur (6 items), sabar (2 items), and ikhlas (1 items) indicating possible bias based on gender. This research is expected to serve as a foundation for developing Islamic psychology instruments that are more objective, contextual, and relevant for both modern scientific studies and the implementation of personality development or self-development programs for students, focusing on nurturing the character traits of tawakal, sabar, syukur, and ikhlas.
The Implementation of the Nahwu Match Game through the Cooperative TGT Model to Enhance Students’ Nahwu Proficiency at MTs Taswirul Afkar M. Ulul Azmi; Saefullah Azhari; Nurul Istiqomah
Arfannur: Journal of Islamic Education Vol. 7 No. 1 (2026)
Publisher : The Magister of Islamic Education IAIN Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/arfannur.v7i1.5002

Abstract

One of the fundamental aspects of Arabic grammar is nahwu, which governs rules of sentence structure and syntax. Nevertheless, its complexity often poses challenges for students, especially in grasping basic concepts such as word inflection, sentence order, and syntactic functions. To address this issue, the researcher developed an educational game titled “Nahwu Match”, utilizing manual media (colored cards and a scoreboard) and integrated within the cooperative learning model of Teams Games Tournament (TGT). This innovation aimed to foster active learning by engaging students in group activities, where they identified and matched Arabic word functions while reinforcing their understanding of sentence structures through competitive tournaments. The study was conducted with eighth-grade students at MTs Taswirul Afkar, focusing on evaluating the effectiveness of the game in improving students’ nahwu competence, particularly in identifying and analyzing sentence components. Employing a quantitative approach, the research applied a quasi-experimental one-group pretest-posttest design involving 20 participants. Data were collected through objective tests, consisting of multiple-choice and essay questions administered before and after the treatment. The results were analyzed using descriptive statistics and a Paired Samples T-Test. Findings showed a substantial increase in the mean score, from 46.50 in the pretest to 80.50 in the posttest, with a significance value of 0.000 < 0.05. These results led to the rejection of the null hypothesis (H₀) and acceptance of the alternative hypothesis (H₁), indicating significant improvement in students’ achievement. In conclusion, the application of “Nahwu Match” through the TGT cooperative model proved effective in enhancing learning outcomes while simultaneously creating an engaging, competitive, and collaborative classroom atmosphere.
Digital Well-Being among Islamic Religious Education (PAI) Teachers: An Interpretive Phenomenological Study Erba Rozalina Yulianti; Yudhi Munadi; Tutik Khoirunisa; Mohd Farhan Md Ariffin
Arfannur: Journal of Islamic Education Vol. 7 No. 1 (2026)
Publisher : The Magister of Islamic Education IAIN Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/arfannur.v7i1.5262

Abstract

This study examines how Islamic Religious Education (PAI) teachers maintain digital well-being amidst increasingly intensive technological demands that affect mental health. Using a qualitative approach with an interpretive phenomenological design, the research involved two PAI teachers from junior and senior high schools through in-depth interviews analyzed thematically. The findings reveal that technology use increases cognitive load, digital stress, and disrupts spiritual rhythm. However, Islamic values such as trustworthiness, moderation, and time management function as protective mechanisms that strengthen mental resilience. Self-regulation strategies, including notification restriction, digital scheduling, and digital detox, were found to support balance, although their effectiveness depends largely on institutional support. The novelty of this study lies in integrating the digital well-being framework with Islamic psychoeducation to conceptualize the digital–mental–spiritual balance of PAI teachers, a perspective that remains underexplored in Islamic school contexts. The findings contribute conceptually to the development of value-based digital well-being discourse and provide practical implications for designing institutional policies that protect teachers’ mental health within Islamic education settings
The Concept of Tadabbur and Its Relevance to Education: A Study of Tafsir Tarbawi on Surah Shad [38]: 29 Ariq Muammar; Cucu Surahman; Elan Sumarna; Wayan Gastiadirrijal; Aulia Tegar Wicaksono
Arfannur: Journal of Islamic Education Vol. 7 No. 1 (2026)
Publisher : The Magister of Islamic Education IAIN Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/arfannur.v7i1.5498

Abstract

This research is motivated by a major problem in modern education: the gap between the mastery of intellectual knowledge and the appreciation of spiritual and moral values. The current education system tends to emphasize solely the cognitive aspect, while the affective and spiritual dimensions of students are often neglected. This condition causes the learning process to lose meaning and is unable to fully shape the character of a person who is faithful and moral. To address this problem, this study examines the concept of tadabur (reflection) in Surah Shad verse 29 and its relevance to optimizing Islamic education. This study is motivated by the need to provide education that emphasizes not only cognitive aspects but also spiritual and moral aspects. The purpose of this study is to explore the educational values contained in the verse through the tarbawi interpretation approach, in order to determine its contribution to improving the quality of learning and character formation of students. This study uses a descriptive qualitative approach with library research and content analysis methods. Primary data sources come from classical and contemporary tafsir books such as Tafsir Ibn Kathir, Tafsir Al-Misbah, and Tafsir Jalalain, while secondary data were obtained from the book Konsep Tadabur Al-Qur'an by Abas Asyafah and journal articles relevant to the research theme. The results of the study indicate that the concept of tadabur plays an important role in shaping students' reflective and spiritual awareness, as well as providing a conceptual basis for developing a more meaningful, holistic, and contextual Islamic education

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