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M. Ali Rusdi
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Fakultas Tarbiyah IAIN Parepare Alamat Redaksi: Jalan Amal Bhakti No. 8 Soreang, Parepare, Sulawesi Selatan 91132 Telp. (0421) 21307 Fax. (0421) 24404 Email: alishlah@iainpare.ac.id Telepon: 081342074388 / 081241171249
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AL-ISHLAH: Jurnal Pendidikan Islam
Published by Institut Agama Islam Negeri Parepare
ISSN : 16937449     EISSN : 26856581     DOI : https://doi.org/10.35905/alishlah
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
AL-ISHLAH: Jurnal Pendidikan Islam adalah jurnal yang dikelola oleh Fakultas Tarbiyah Institut Agama Islam Negeri (IAIN) Parepare fokus pada kajian tentang pemikiran, penelitian, manajemen, pengembangan, dan evaluasi pendidikan.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol 23 No 2 (2025): Al-Islah" : 5 Documents clear
Value-Based Cooperative Learning in Islamic Education: Integrating TGT, Islamic Values, and Student Engagement Pohan, Nurainun Matauli; Khairuddin, Khairuddin
Al-Ishlah: Jurnal Pendidikan Islam Vol 23 No 2 (2025): Al-Islah
Publisher : IAIN PAREPARE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/alishlah.v23i2.14869

Abstract

Background: Islamic Religious Education (PAI) often struggles to foster student engagement, as teacher-centered instruction tends to limit participation and enthusiasm. In pluralistic societies such as Indonesia, this challenge is compounded by the need to integrate Islamic values with local wisdom and religious moderation. Cooperative learning models like Team Games Tournament (TGT) have shown promise in promoting collaboration, yet their affective impact on enthusiasm in Islamic education remains underexplored. Research Objectives: This study aims to examine the effect of the TGT learning model on students’ enthusiasm for learning PAI. Specifically, it seeks to test whether TGT enhances cognitive, affective, and behavioral dimensions of enthusiasm while embedding Islamic values, local wisdom, and principles of religious moderation. Methods: A quantitative experimental approach was employed using a one-group pretest–posttest design. The participants were 29 ninth-grade students at SMP Sinar Husni Medan, selected through purposive sampling. Data were collected using a validated 25-item enthusiasm scale covering three dimensions and analyzed with descriptive statistics, Shapiro–Wilk and Levene’s tests, paired-sample t-tests, and Cohen’s d effect size. Results: Findings indicate a statistically significant improvement in enthusiasm after TGT implementation (t = 8.87, p < 0.001; Cohen’s d = 0.78). Gains were strongest in affective enthusiasm (+8.5%), followed by cognitive (+6.1%) and behavioral (+5.7%) dimensions. These results confirm that TGT not only enhances engagement but also enables students to practice values of shura, ukhuwah, and ta‘awun through cooperative interaction, complemented by local wisdom such as dalihan na tolu. Conclusions: The study concludes that TGT significantly improves enthusiasm in PAI by fostering positive emotions, participation, and cultural relevance. Theoretically, it contributes a Value-Based Cooperative Learning Framework that integrates Islamic ethics, local wisdom, and religious moderation into cooperative pedagogy. Practically, the findings suggest that TGT can revitalize Islamic education in pluralistic societies and inspire future comparative studies in both Muslim-majority and minority contexts.
The Concept of Ta'dib Syed Muhammad Naquib al-Attas in Children's Moral Education: A Family-Based Philosophical Study Ghina Nadia
Al-Ishlah: Jurnal Pendidikan Islam Vol 23 No 2 (2025): Al-Islah
Publisher : IAIN PAREPARE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/alishlah.v23i2.14708

Abstract

Background: Islamic manners education is the main pillar in forming a child's character that is complete and dignified, especially in the midst of globalization, moral crisis, and value disorientation that has hit the modern family institution Research Objectives: This article aims to examine the concept of ta'dib according to Syed Muhammad Naquib al-Attas and its relevance in children's moral education in the family environment Methods: The method used is a literature study with a content analysis approach to relevant primary and secondary literature. Results: The results of the study indicate that: (1) ta'dib places adab as the core of Islamic education that includes spiritual, intellectual, and social dimensions holistically; (2) this concept emphasizes the close relationship between knowledge, deeds, and morals as a unity that cannot be separated in the education process; and (3) the implementation of ta'dib in the family through parental role models, the habituation of Islamic values from an early age, and the internalization of spiritual values has proven effective in forming children's characters that are honest, responsible, and civilized. Conclusions: Al-Attas' concept of ta'dib makes an important contribution to the formulation of a paradigm for children's moral education that is rooted in Islamic values and is able to respond to the challenges of the times philosophically and practically. Thus, ta'dib is not only relevant as a theoretical discourse, but also as an applied approach in family education that is oriented towards the formation of a whole person.
The Mosque Welfare Agency’s Strategy in Developing the Leadership of Muslim Youth in Sorong City Hasbullah; Sunatar, Bambang; Yusof, Sanitah Bte. Mohd.
Al-Ishlah: Jurnal Pendidikan Islam Vol 23 No 2 (2025): Al-Islah
Publisher : IAIN PAREPARE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/alishlah.v23i2.14938

Abstract

Background: The Nurul Bahri’s Mosque Welfare Agency (BKM) develops local wisdom leadership in fostering the skills and harmony of the Muslim young generation. Research Objective: This study aims to explore the strategies in fostering Islamic leadership among youth at the Nurul Bahri Mosque in Sorong City, Southwest Papua Province, Indonesia, and its contribution to maintaining a harmonious life. Methods: This qualitative study used interviews, observation, and documentation with six BKM administrators, three mosque youth mentors, and ten purposively selected active youths engaged in leadership, arts, culture, organizational activities, and community development within mosque-based programs. This study collected data over a period of about ten months, from June 2024 to April 2025. Results: The results show that the youth development has advanced from informal activities to structured programs that enhance confidence, leadership, communication, and cultural skills. Islamic arts serve as both a means of religious outreach and a medium for creativity, social legitimacy, and interfaith tolerance. These outcomes differ from Lombok’s predominantly Muslim yet ethnically rooted Sasak culture, Belgium’s highly diverse and secular European population, and Malaysia’s multicultural Malay–Chinese–Indian society. Each demographic context shapes youth engagement and cultural expression differently, making this mosque-based model distinctive. Conclusion: This study concludes that BKM Nurul Bahri Mosque develops an integrative youth model blending spiritual education, skills training, and Islamic arts, recommending mosque adoption and policy support to strengthen youth leadership, cultural engagement, and social harmony in multicultural communities.
Assessment of Spiritual, Social, and Practical Competencies in Islamic Religious Education Through Performance-Based Assessment Amiliya Nur Rosyidah; Fatimah Azzahrah; Indah Aminatuz Zuhriyah; Figo Zulfan Alfaraby; Ceni Amaliya; Akhmad Fatkhul Wahab
Al-Ishlah: Jurnal Pendidikan Islam Vol 23 No 2 (2025): Al-Islah
Publisher : IAIN PAREPARE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/alishlah.v23i2.15122

Abstract

ABSTRACT Assessment in Islamic Religious Education (PAI) can no longer be limited to cognitive aspects alone, but must include spiritual, social, and practical dimensions that reflect the practice of Islamic values in everyday life. This study aims to explain the concept and implementation strategies of Performance-Based Assessment (PBA) in assessing the spiritual, social, and practical competencies of students. This study uses a descriptive-qualitative approach based on literature review and analysis of educational policy documents. The findings indicate that PBA can authentically assess religious practices, social behavior, and the application of Islamic values in real life through observation, reflective journals, collaborative projects, and situational simulations. Although the implementation of PBA faces challenges such as subjectivity in assessment and resource limitations, solutions can be found through the development of objective rubrics, teacher training, and the integration of assessment into daily learning activities. Therefore, PBA serves as an effective and transformative evaluation tool in more contextual and meaningful Islamic Education learning. Keywords: Performance-Based Assessment, Islamic Religious Education, spiritual, social, and practical assessment.
Communicative Competence of Early Childhood Islamic Education Students: The Synergy between Islamic Pedagogy and Modern Communication Studies Suprayitno, Kabul; Hassan, Fauziah; Yekti, Sanjaka; Ahmadi, Ahmadi
Al-Ishlah: Jurnal Pendidikan Islam Vol 23 No 2 (2025): Al-Islah
Publisher : IAIN PAREPARE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/alishlah.v23i2.15243

Abstract

Background:Recent scholarship highlights communicative competence as a foundational dimension of teacher professionalism; however, within Islamic Early Childhood Education, its conceptualization remains fragmented, often limited to surface-level linguistic or performative skills. This narrow treatment obscures the ethical, dialogic, and digital dimensions necessary for cultivating educators capable of navigating contemporary pedagogical demands while remaining grounded in Islamic value frameworks. Research Objectives:This study investigates the multidimensional constitution of communicative competence among prospective Islamic early childhood teachers and seeks to theorize an integrative framework, Islamic Educommunication Competence—that synthesizes spiritual–moral ethics, dialogic interaction, and critical digital literacy. Methods: Using an interpretivist qualitative design, data were collected from 60 participants through semi-structured interviews, sustained classroom observations, and document analysis of teaching artifacts. A hybrid inductive–deductive thematic analysis was applied, supported by iterative coding validation and intercoder reliability to ensure analytic rigor. Results: The analysis reveals that communicative competence emerges through three interdependent domains: (1) ethical–spiritual orientation, characterized by adab, sincerity, and moral intentionality; (2) dialogic and sociocultural mediation, reflected in collaborative reasoning, reflective discourse, and contextual sensitivity shaped by local Islamic cultural practices; and (3) critical digital engagement, which enables ethical, multimodal, and audience-responsive communication. Together, these domains articulate a theoretical expansion of communicative competence beyond linguistic ability. Conclusions: The study advances a conceptual model of Islamic Educommunication Competence that repositions communicative ability as an ethical–dialogic construct embedded within digital ecologies. This model offers significant implications for teacher education curricula seeking to integrate Islamic ethics with contemporary communication practices. Future research should examine the model’s transferability across broader Islamic education contexts and its empirical impact on classroom outcomes.

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