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Islamic Education
Published by Medan Resource Center
ISSN : -     EISSN : 28088824     DOI : 10.57251
Core Subject : Education,
Education
Islamic Education is a peer-reviewed journal published by the Medan Resource Center. The journal aims to publish scientific articles covering various topics in the field of Islamic Education, including history, pedagogy, Islamic studies, Teaching & Learning in Islam, Philosophy of Education in Islam, Religious Education in Islam, Teacher Education in Islam, Early Childhood Education in Islam, Management Education in Islam, Education Development & Society in Islam, Education Leadership in Islam, Educational Technology in Islam, literature, intellect, tradition, culture, technology, local wisdom, and other relevant issues. The journal is published biannually in April and October and accepts articles in both Bahasa Indonesia and English.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 70 Documents
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Efektivitas Penggunaan Media Pembelajaran pada Mata Pelajaran PAI di SMA Darussalam Medan Samira Natasya; Nurhalima Tambunan; Bahtiar Siregar
Islamic Education Vol. 6 No. 1 (2026)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ie.v6i1.2031

Abstract

This study aims to analyze the effectiveness of instructional media use in Islamic Religious Education (PAI) subjects at SMA Darussalam Medan. This research employed a qualitative descriptive approach with a case study design involving teachers and students as research participants. Data were collected through classroom observations, interviews with teachers and students, and documentation analysis. The data sources consisted of primary and secondary data, which were analyzed using data reduction, data display, and conclusion-drawing techniques. The findings indicate that the use of instructional media significantly improved students’ learning motivation, classroom participation, and understanding of abstract PAI concepts. The instructional media implemented included graphic media and projection media, which supported a more interactive, engaging, and student-centered learning process. These findings suggest that the integration of appropriate instructional media contributes positively to the effectiveness of Islamic Religious Education learning and can serve as a practical reference for teachers in improving classroom instruction.
Pola Manajemen Kepala Sekolah dalam Membentuk Kepribadian Muslimah di SMA Islam Al-Ulum Terpadu Medan Siti Fatimah; Hadi Saputra Panggabean; Manshuruddin Manshuruddin
Islamic Education Vol. 6 No. 1 (2026)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ie.v6i1.2032

Abstract

This study investigates the principal’s managerial approach in shaping the personality of Muslim female students at Al-Ulum Integrated Islamic High School Medan amid the challenges of the digital era. The research aims to analyze how school leadership integrates Islamic values through structured keputrian (female student development) programs. A qualitative case study design was employed, with data collected through observations, interviews with principals, teachers, and students, and documentation analysis. Data were analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. The findings reveal that the principal implemented a value-based management model by systematically planning, organizing, supervising, and evaluating keputrian activities to foster students’ Islamic character, discipline, and moral awareness. The study also found that strong collaboration among the school foundation, teachers, parents, and an Islamic school environment significantly supported the program’s effectiveness. However, external social influences and uncontrolled technology use remained major challenges in developing students’ personalities. This study contributes a specific leadership-based management model for female Islamic character education in integrated Islamic schools. The findings imply that effective school leadership and structured religious programs can strengthen students’ moral development and resilience in the digital era.
Efektivitas Pengelolaan Madrasah dalam Meningkatkan Mutu Pendidikan Islam di Madrasah Aliyah Swasta TPI Rambung Sialang Suryanita Suryanita; Hadi Saputra Panggaebean; Manshuruddin Manshuruddin
Islamic Education Vol. 6 No. 1 (2026)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ie.v6i1.2033

Abstract

This study aims to analyze the effectiveness of madrasah management in improving the quality of Islamic education at Madrasah Aliyah Swasta TPI Rambung Sialang. Previous studies mostly examined educational quality and madrasah management separately, while limited research has explored how integrated management practices directly contribute to improving Islamic education quality. This gap underlines the importance of examining effective management indicators in madrasah institutions. This study employed a qualitative approach using purposive and snowball sampling techniques. Informants included the head of the madrasah, teachers, committee members, and students. Data were collected through interviews, observations, and documentation studies, then analyzed through data reduction, data display, and conclusion drawing. Data validity was ensured through triangulation techniques. The indicators of management effectiveness included transformational leadership, school-based management, teacher commitment, stakeholder collaboration, and competency-oriented learning supervision. The findings show that effective madrasah management is reflected in strong leadership, active collaboration with parents and the community, and continuous monitoring of student development. These practices contributed significantly to improving students’ academic and religious competencies. The novelty of this study lies in integrating leadership, collaboration, and competency-based management as key determinants of Islamic education quality improvement. Practically, the findings provide guidance for developing participatory and quality-oriented madrasah management systems.
Penerapan Metode Pembelajaran Kooperatif Numbered Heads Together (NHT) dalam Pembelajaran Pendidikan Agama Islam di Sekolah Dasar Syafura Atika Majidah R Berutu; Ismaraidha Ismaraidha; Hadi Saputra Panggabean
Islamic Education Vol. 6 No. 1 (2026)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ie.v6i1.2034

Abstract

Learning of Islamic Religious Education (PAI) in elementary schools often encounters several challenges, including low student participation, teacher-centered learning practices, and suboptimal learning outcomes in cognitive, affective, and psychomotor domains. This study was conducted to analyze the effectiveness of the Numbered Heads Together (NHT) cooperative learning method in improving the quality of the learning process and students’ learning outcomes in PAI subjects. The research employed a qualitative descriptive approach conducted in an elementary school setting. Data were collected through classroom observations, interviews with teachers and students, and documentation studies. The data were analyzed using the stages of data reduction, data presentation, and conclusion drawing. The findings indicate that the implementation of the NHT method was able to create a more interactive, collaborative, and student-centered learning environment. Teachers acted as facilitators who encouraged active student participation during the learning process. The application of the NHT method also contributed to improving students’ understanding of Islamic Religious Education concepts and increasing learning motivation. The percentage of passive students decreased from 65% before implementation to 45% after the application of the NHT method. Therefore, the NHT cooperative learning method can be considered an effective strategy to enhance student engagement and learning outcomes in Islamic Religious Education at the elementary school level.
Implementasi Model Project Based Learning pada Mata Pelajaran PAI untuk Meningkatkan Keterampilan Kolaboratif Peserta Didik di SMA Darussalam Medan Waliyen Kurnia; Muhammad Yunan Harahap; Charles Rangkuti
Islamic Education Vol. 6 No. 1 (2026)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ie.v6i1.2035

Abstract

This study examines the implementation of Project-Based Learning (PBL) in Islamic Religious Education to strengthen students’ collaborative skills in contemporary classroom learning. Previous studies on PBL in Islamic education have mainly focused on cognitive achievement, while limited attention has been given to the collaborative processes developed during learning activities. This research aims to analyze how PBL contributes to the development of collaboration skills integrated with Islamic educational values. The study employed a qualitative descriptive approach with a case study design conducted at an Islamic junior high school involving 32 eighth-grade students and one Islamic Religious Education teacher. Data were collected through classroom observations, semi-structured interviews, and documentation analysis. The findings reveal that PBL creates a more participatory and student-centered learning environment through group discussions, project planning, task distribution, and presentations. Students demonstrated increased participation, communication, shared responsibility, and confidence during collaborative activities. In addition, Islamic values such as cooperation (ta’awun), honesty, and accountability were reflected in students’ interactions throughout the project process. The study concludes that PBL is not only an instructional strategy but also an effective pedagogical approach for integrating collaborative competence and character education in Islamic Religious Education. This research implies that PBL can support the development of twenty-first century skills while strengthening students’ social and religious character in classroom learning.
Penerapan Metode Diskusi Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa pada Mata Pelajaran Fikih di Kelas XI Madrasah Aliyah Miftahussalam Medan Dwi Hanny Putri Ezari; Kamil Kamil; Nurhalima Tambunan
Islamic Education Vol. 6 No. 1 (2026)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ie.v6i1.2043

Abstract

This study aims to examine the implementation of the discussion method in improving students’ critical thinking skills in Fiqh learning and to identify factors influencing its implementation in Grade XI at Madrasah Aliyah Miftahussalam Medan. The study employed a descriptive qualitative approach involving the principal, Fiqh teachers, and Grade XI students as participants. Data were collected through observation, interviews, and documentation and analyzed using data reduction, data display, and conclusion drawing. The findings reveal that the discussion method contributes positively to students’ critical thinking development, reflected in increased learning participation, greater confidence in expressing opinions, improved ability to analyze Fiqh-related issues, and stronger logical argument construction. However, several challenges were identified, including differences in students’ academic abilities, low self-confidence, and limited instructional time. This study emphasizes that structured discussion and effective teacher facilitation are essential to support active learning and optimize students’ critical thinking development.
Perspektif Teologis tentang Sihir dalam Kisah Nabi Musa: Studi Tafsir Anwār Al-Tanzīl Wa Asrār Al-Ta’wīl Karya Al-Baidawi Chafidul Mubaroq; Eka Prasetiawati; Wahyudi Wahyudi
Islamic Education Vol. 6 No. 1 (2026)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ie.v6i1.2076

Abstract

This study examines the concept of magic in the story of Prophet Musa as interpreted by Al-Baidawi in Anwār al-Tanzīl wa Asrār al-Ta’wīl, focusing on Surah Ṭāhā verses 65–70. Although the theme of magic has been widely discussed in Islamic scholarship, limited attention has been given to Al-Baidawi’s exegetical perspective, particularly regarding the distinction between magic and miracles in the Qur’anic narrative. This study therefore seeks to contribute to the existing literature by providing a focused analysis of Al-Baidawi’s interpretation of the confrontation between Prophet Musa and Pharaoh’s magicians. The research employs a qualitative library-based approach using descriptive-analytical methods and thematic content analysis. Data were collected from Al-Baidawi’s tafsir as the primary source and supported by relevant classical and contemporary references. The analysis involved identifying key interpretive themes, examining textual explanations, and evaluating theological arguments related to magic and miracles. The findings show that Al-Baidawi understands magic as a form of sensory deception that manipulates human perception without changing objective reality, whereas miracles are genuine manifestations of divine power bestowed upon prophets. He also regards magic as a serious religious transgression because of its association with shirk and deviation from divine guidance. Furthermore, the study highlights the psychological dimension of magical illusion reflected in Musa’s response during the encounter. These findings enrich the understanding of classical Qur’anic exegesis and offer a contextual framework for discussing perceptions of supernatural phenomena within Islamic thought.
Integrasi Nilai-Nilai Islam dalam Pembelajaran Maharah Kalam Bahasa Arab di Perguruan Tinggi Keagamaan Islam Ahimsa Ikhlasul Amal; Sa’ad Abdul Hakim; Ahmad Nur Mizan
Islamic Education Vol. 6 No. 1 (2026)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ie.v6i1.2059

Abstract

This study aims to describe the integration of Islamic values in Arabic maharah kalam learning at Islamic Higher Education Institutions (PTKI), including its forms, implementation patterns, and characteristics. This qualitative descriptive study was conducted at the Arabic Education Study Program, Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Raden Intan Lampung. The research involved 3 lecturers and 25 students as research subjects. Data were collected through observation, interviews, and documentation of learning activities and academic documents. The novelty of this study lies in its comprehensive analysis of the integration of Islamic values in maharah kalam learning through both explicit and implicit approaches within the context of higher Islamic education. The findings revealed that Islamic values were integrated through lesson planning, dialogue materials, speaking practices, Islamic expressions, and classroom interactions. The integrated values included aqidah, ibadah, and akhlak, with akhlak emerging as the most dominant aspect. The integration was implemented explicitly through direct explanations, prayers, and value-oriented learning materials, and implicitly through communication habits and contextual themes. The study concludes that integrating Islamic values supports students’ Arabic speaking skills while strengthening their Islamic character. Furthermore, the findings provide practical implications for the development of Arabic language learning models that are value-based, character-oriented, and aligned with Islamic educational objectives in higher education institutions.
Pengembangan Kurikulum Berbasis Outcome-Based Education (OBE): Kajian Konseptual tentang Implementasi, Evaluasi, dan Continuous Improvement di Pendidikan Tinggi Sri Wahyuni Bintang; M. Rafli Aditya; Inom Nasution
Islamic Education Vol. 6 No. 1 (2026)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ie.v6i1.2115

Abstract

The transformation of education in the twenty-first century requires curriculum systems capable of producing graduates with competencies that are measurable, relevant, and responsive to societal and industrial needs. Outcome-Based Education (OBE) has been widely adopted as a curriculum framework in higher education to ensure that learning processes are aligned with expected graduate outcomes. However, previous studies have predominantly examined individual aspects of OBE implementation, such as curriculum design, assessment, or quality assurance, with limited attention to the integration of these components into a comprehensive continuous improvement system. This study aims to synthesize the existing literature and develop a conceptual framework for OBE-based curriculum development that integrates planning, implementation, evaluation, and continuous improvement. A qualitative library research approach was employed by reviewing scientific literature, educational policies, and national and international journal articles related to OBE. Data were analyzed using qualitative content analysis to identify recurring themes, implementation patterns, research gaps, and conceptual relationships. The synthesis indicates that effective OBE implementation depends on constructive alignment among graduate learning outcomes, course learning outcomes, teaching strategies, authentic assessment, and institutional quality assurance. The review also reveals that feedback-based curriculum refinement, educator competency development, and institutional governance remain underexplored despite their critical roles in sustaining OBE practices. Based on these findings, this study proposes an integrated conceptual model linking outcome formulation, learning implementation, authentic assessment, evaluation, and continuous quality improvement through a data-driven feedback cycle. The proposed framework provides a holistic reference for curriculum development and offers practical guidance for higher education institutions seeking to strengthen educational quality and produce globally competitive graduates through sustainable OBE implementation.
Pendidikan Islam Pra-Kemerdekaan: Difusi, Akulturasi, dan Modernisasi dalam Membangun Identitas Nusantara Attarikhul Kabir
Islamic Education Vol. 5 No. 2 (2025)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ie.v5i2.1836

Abstract

This study aims to explore the historical trajectory of Islamic civilization in the Indonesian archipelago prior to independence, focusing on its role in shaping socio-political, cultural, and religious life. Using a qualitative historical approach through literature review and content analysis of classical and modern sources, the research traces the Islamization process carried out through trade, education, intermarriage, and da‘wah activities. The analysis engages competing theories on the arrival of Islam and highlights the dynamic adaptation of Islamic values within local traditions. The results show that the establishment of Islamic kingdoms, the spread of pesantren as centers of learning, and the rise of organizations such as Muhammadiyah, Nahdlatul Ulama, Persis, and Masyumi demonstrate Islam’s central role in building governance structures, knowledge systems, and collective identity. More than a religion, Islam functioned as a transformative civilizational force that strengthened resilience against colonial pressures while providing cultural continuity. This study contributes to the understanding of how Islamic civilization before independence laid institutional and ideological foundations for modern Indonesian society. The novelty lies in its synthesis of diverse historical perspectives to reveal Islam’s integrative and enduring role as both a spiritual and socio-political catalyst in the archipelago.

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