Al-lubab : Jurnal Penelitian Pendidikan Dan Keagamaan Islam
Journal Al-Lubab (P-ISSN : 2502-1850, E-ISSN : 2776-8236) : is a Research Journal of Islamic Education and Religion which is a forum for information in the form of research results, literature studies, ideas, application of theories and critical analysis studies in the field of Islamic education and religious scholarship. The al-lubab journal is published twice a year, intended to be a discourse, reference, information and solution to the problems that are currently developing. Al-Lubab can be interpreted as substance (if associated with form) or content and essence (if associated with fruit). In addition to encapsulating the meaning of "the best choice of all," this word is also used to describe a bright mind, a clear mind, and a calm heart. For those who want to participate in writing the Al-Lubab Journal, please send your article to e-mail: journal.allubab1912@gmail.com.
Articles
156 Documents
<![CDATA[The Concept of Differentiated Learning and Its Implementation in Islamic Education ]]>
<![CDATA[Tanriveren, Ayse]]>;
<![CDATA[Azizah, Nurul]]>;
<![CDATA[Ahyama Afham, Muhammad]]>
<![CDATA[ Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 10 No 1 (2024): Al-Lubab ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi ]]>
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DOI: 10.19120/al-lubab.v10i1.5933
<![CDATA[Differentiated learning has emerged as a critical approach to addressing the diverse learning styles of students. In Islamic education, the need for tailored educational strategies is paramount to achieve holistic development encompassing academic, moral, and spiritual aspects. This research aims to explore the concept of differentiated learning and its implementation in Islamic education, focusing on the impact of different learning styles on student outcomes. This study employs a qualitative approach through library research. Data collection involved comprehensive literature review from books, journal articles, theses, and dissertations. The data were analyzed using thematic content analysis to identify patterns and themes related to differentiated learning and its application in Islamic education. The findings reveal that recognizing and accommodating diverse learning styles—visual, auditory, and kinesthetic—through differentiated instruction significantly enhances student engagement and academic performance. Implementing differentiated learning strategies in Islamic education supports the development of well-rounded individuals. However, challenges such as limited resources and the need for teacher training must be addressed. Educators in Islamic schools should receive adequate training in differentiated instruction techniques. Curriculum development should incorporate flexibility to cater to different learning styles. Further research is needed to explore effective strategies and best practices for implementing differentiated learning in Islamic education contexts.]]>
<![CDATA[Moral Education from Imam Nawawi's Perspective: An Analytical Study of the Kitab Nashaih Al-'Ibad ]]>
<![CDATA[Bermi, Wibawati]]>;
<![CDATA[Darmanto, Darmanto]]>;
<![CDATA[Andika Putra, Pratama]]>
<![CDATA[ Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 10 No 1 (2024): Al-Lubab ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi ]]>
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DOI: 10.19120/al-lubab.v10i1.5934
<![CDATA[Moral education is a fundamental aspect of Islamic education, aimed at developing individuals with virtuous character and integrity. Imam Nawawi's Kitab Nashaih Al-'Ibad is a classical Islamic text that provides profound insights into moral education. Understanding these insights is crucial for enhancing contemporary Islamic education. This study aims to explore and analyze the concept of moral education from Imam Nawawi's perspective as presented in Kitab Nashaih Al-'Ibad. The research employs a library research methodology, with Kitab Nashaih Al-'Ibad as the primary reference and various other books and studies on Imam Nawawi's educational perspectives as secondary references. Data was collected through thematic analysis of the primary text and comparative analysis with existing literature on Islamic and moral education. Findings, The study identifies five key principles of moral education according to Imam Nawawi: sincerity (ikhlas), humility (tawadu), patience (sabar), gratitude (syukur), and self-accountability (muhasabah). These principles are highly relevant to contemporary Islamic education, offering a holistic approach that integrates moral and academic development. Comparisons with previous studies and theories highlight the universal relevance and applicability of these principles. Conclusion, Imam Nawawi's principles provide a robust framework for moral education that can significantly contribute to the development of virtuous individuals in the modern educational context. Effective implementation requires collaborative efforts among educators, communities, and stakeholders. Recommendations: It is recommended that these principles be integrated into the curriculum, teacher training programs, and community involvement initiatives. Further research is encouraged to explore practical applications and impacts of these principles in diverse educational settings.]]>
<![CDATA[Child Education from Islamic and Western Perspectives ]]>
<![CDATA[Azka Salsabila, Puteri]]>;
<![CDATA[Anwar, saiful]]>;
<![CDATA[Huwaida, Jaziela]]>
<![CDATA[ Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 10 No 1 (2024): Al-Lubab ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi ]]>
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DOI: 10.19120/al-lubab.v10i1.5935
<![CDATA[Child education is a crucial aspect of individual and societal development. This study discusses and compares the concepts of child education from Islamic and Western perspectives, focusing on educational objectives, teaching methods, and the role of teachers. The background of this research stems from the need to understand the differences and similarities between these two approaches to create a more holistic and inclusive educational system. This research employs a library research method, gathering data from various relevant primary and secondary literature, including books, academic journals, and research articles. Data analysis is conducted descriptively and comparatively to identify the main themes, differences, and similarities in child education concepts from both perspectives. The findings indicate that child education from the Islamic perspective emphasizes character and spirituality formation, while Western education focuses more on developing critical thinking skills and active participation in society. Teaching methods in Islam are holistic, emphasizing moral and spiritual education, whereas Western education employs student-centered and interactive approaches. The role of the teacher in Islamic education is more of a moral exemplar and authoritative figure, whereas in Western education, the teacher acts as a facilitator supporting student exploration. The conclusion of this research is that integrating Islamic and Western educational approaches can result in a more comprehensive educational system, which not only develops the intellectual aspects but also the moral and spiritual aspects of children. Therefore, it is recommended to develop curricula and teaching methods that combine the moral values of Islamic education with the critical and creative approaches of Western education. Adequate teacher training is also essential to support the implementation of a holistic and student-centered educational approach.]]>
<![CDATA[Direct Method in Islamic Religious Education: Conceptual Framework and Implementation in Indonesia ]]>
<![CDATA[Asrori, Asrori]]>;
<![CDATA[Redho Syam, Aldo]]>
<![CDATA[ Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 10 No 1 (2024): Al-Lubab ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi ]]>
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DOI: 10.19120/al-lubab.v10i1.5936
<![CDATA[The Direct Method, characterized by a focus on oral communication and direct practice, has been widely discussed in the context of language learning. Its application in Islamic religious education, however, remains less explored. This study aims to fill this gap by examining the theoretical underpinnings of the Direct Method and its implementation in Islamic religious education in Indonesia. The primary objective of this research is to comprehensively explore the concept of the Direct Method and its application in the teaching of Islamic religious studies. This includes understanding the theoretical foundations of the method and assessing its practical application in various educational settings, such as schools and madrasahs in Indonesia. This study employs a qualitative research approach, specifically library research. Data were collected through an extensive review of literature from primary and secondary sources, including books, journal articles, and other relevant publications. Data analysis was conducted using document analysis and thematic analysis techniques. The findings reveal that the Direct Method is highly effective in enhancing students' understanding and skills in Islamic religious education. The method's emphasis on direct interaction and immediate feedback from teachers fosters a conducive and personalized learning environment. However, challenges such as limited time and resources were identified as potential barriers to its effective implementation. To maximize the benefits of the Direct Method, ongoing support and training for teachers are essential. Additionally, adequate resources and institutional support are necessary to overcome the identified challenges. Future research should continue to explore innovative strategies to enhance the effectiveness of the Direct Method in various educational contexts.]]>
<![CDATA[A New Approach to Islamic Inheritance Law Education in Pesantren ]]>
<![CDATA[Sumarno, Sumarno]]>;
<![CDATA[Musfiratul, Indah]]>;
<![CDATA[Kisbuloh, Kisbuloh]]>
<![CDATA[ Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 10 No 1 (2024): Al-Lubab ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi ]]>
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DOI: 10.19120/al-lubab.v10i1.5937
<![CDATA[Ilmu mawarits, or Islamic inheritance law, holds significant importance in Muslim communities as it ensures the fair distribution of a deceased person's estate in accordance with the Qur'an and Hadith. Despite its importance, the study and application of ilmu mawarits are often neglected in modern times, leading to conflicts and misunderstandings within families. The Centre for Mawarith Studies (CMS) at Universitas Darussalam Gontor aims to address this issue by implementing innovative educational approaches to enhance the understanding and application of Islamic inheritance law. This research aims to explore the thoughts and movements of CMS in educating ilmu mawarits within pesantrens, providing insights into its innovative curriculum, teaching methods, and the overall impact on the community's understanding of Islamic inheritance law. A qualitative case study method was employed at the CMS of Universitas Darussalam Gontor. Data were collected through in-depth interviews, participatory observations, and document analysis involving 30 participants, including CMS administrators, educators, and students. Thematic analysis was used to analyze the data, ensuring validity through triangulation techniques. The findings reveal that CMS has significantly influenced the approach to teaching ilmu mawarits by focusing on practical applications and interactive learning methods. This approach has successfully enhanced the understanding and skills of students, making Islamic inheritance law more accessible and applicable in daily life. The study recommends further development of innovative educational methods and the integration of practical applications in the teaching of ilmu mawarits. Additionally, expanding CMS programs to other Islamic educational institutions could further promote the understanding and application of Islamic inheritance law across broader communities.]]>
<![CDATA[Innovation in Qur'an and Hadith Learning at the Elementary Level Using the Mimicry-Memorization Method ]]>
<![CDATA[Shilvi Salsabila, Luthfia]]>;
<![CDATA[Handoko, Gatot]]>
<![CDATA[ Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 10 No 1 (2024): Al-Lubab ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi ]]>
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DOI: 10.19120/al-lubab.v10i1.5938
<![CDATA[The development of education in Indonesia is required to be able to produce a good education system and must be implemented, especially in religious learning. However, there are still religious subjects whose scores are still classified as below average such as Al-Qur'an Hadith lessons in MI Al-Hidayah Malang, the average KKM limit is> 75 or with a percentage of 75% complete. With this problem, researchers want students whose scores increase with the application of the Mimicry Memorization Method. The purpose of this study is to increase student activeness in learning Al-Qur'an Hadith and improve student learning outcomes in Al-Qur'an Hadith class 6B at MI Al-Hidayah Malang in the 2023-2024 academic year. This type of research is a Classroom Action Research (PTK) by following the Kemmis and Mc Taggart model. Classroom Action Research is carried out with 2 Cycles, which include Planning, Implementation, Observation, and Reflection. The application of the Mimicry Memorization learning method can increase student learning activeness in learning Al-Qur'an Hadith, namely in the first cycle the results of student activeness reached 60.65%, then increased in the second cycle, namely 82.87%. 2). This has actually reached the percentage of completeness, but the researcher wants to strengthen his findings again by continuing the action in the second cycle with even more increased learning outcomes of 91.60%. Based on the results of the study, it is concluded that the Mimicry M technique can be used to improve learning outcomes.]]>
<![CDATA[Educational Values in Surah Luqman: A Perspective from Al-Maraghi's Tafsir ]]>
<![CDATA[Annibras, Nablur Rahman]]>
<![CDATA[ Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 10 No 2 (2024): Al-Lubab ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi ]]>
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DOI: 10.19120/al-lubab.v10i2.5948
<![CDATA[This study explores the educational values in Surah Luqman from the perspective of Al-Maraghi's Tafsir, aiming to identify and analyze the relevance of these values in modern life. Employing a qualitative approach with a library research method, the study integrates an analysis of Quranic text, tafsir literature, and related educational resources. The findings reveal five key educational values in Surah Luqman: monotheism (tauhid), morality (akhlaq), social responsibility, worship (ibadah), and environmental awareness. Al-Maraghi's Tafsir emphasizes the practical application of these values in shaping individual character and society. These findings address contemporary challenges such as moral crises, individualism, and environmental degradation. This research contributes theoretically by highlighting the relevance of Quranic values in modern education and advocating for their integration into curricula. However, the study is limited to Al-Maraghi's perspective, suggesting opportunities for comparative analysis with other tafsir works.]]>
<![CDATA[Design of Quranic Learning Based on Herbartian Method: A Case Study in Educational Institutions in Indonesia ]]>
<![CDATA[Wafa, Ali]]>
<![CDATA[ Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 10 No 2 (2024): Al-Lubab ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi ]]>
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DOI: 10.19120/al-lubab.v10i2.5949
<![CDATA[Quranic education plays a central role in shaping the Islamic character of students, but traditional approaches often fail to integrate values and critical understanding. This study aims to design Quranic learning based on the Herbartian method, known for its systematic and holistic instructional structure. The research employs library research methodology, with data derived from primary and secondary literature on the Herbartian method and Islamic education. The findings indicate that the application of the Herbartian method, consisting of five stages (preparation, presentation, association, generalization, and application), enables the integration of Quranic values into a systematic and applicable learning process. Implementation in Islamic educational institutions in Indonesia demonstrates improved comprehension, active participation, and the internalization of Quranic values by students. However, challenges such as limited teaching time and teacher competence need to be addressed through training and curriculum adjustments. This study implies the development of a more structured Quranic learning model that aligns with modern educational challenges while strengthening the integration of Western educational theories with Islamic values. The originality of this research lies in adapting the Herbartian method within the context of Islamic education, an area rarely explored, and its contribution to value-based Quranic learning.]]>
<![CDATA[The Concept of Learning in the Qur'an: A Study of Tafsir Quran Karim by Mahmud Yunus ]]>
<![CDATA[Bermi, Wibawati]]>;
<![CDATA[Asroriah, Fatimatul]]>;
<![CDATA[Shodiq, Imam]]>
<![CDATA[ Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 10 No 2 (2024): Al-Lubab ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi ]]>
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DOI: 10.19120/al-lubab.v10i2.5950
<![CDATA[The concept of learning in the Qur'an holds significant relevance in shaping a holistic educational system that focuses not only on cognitive aspects but also on spiritual and moral dimensions. This study aims to analyze the concept of learning embedded in the Qur'an based on Tafsir Quran Karim by Mahmud Yunus. Utilizing a library research method, this research delves deeply into the tafsir to identify the learning principles proposed by Mahmud Yunus. The findings reveal that Mahmud Yunus emphasizes three main principles in learning: dialogical, gradual (tadarruj), and exemplary-based (uswah hasanah). These methods align with modern educational approaches, such as competency-based and interactive learning. Furthermore, this study identifies the relevance of these concepts to contemporary education, particularly in the context of character and moral development for students. The implications of this research include the necessity of integrating Qur'anic values into formal and non-formal education systems. However, its limitation lies in its focus on a single tafsir work, opening opportunities for comparative studies with other tafsir in future research. The originality of this research lies in its in-depth exploration of Tafsir Quran Karim by Mahmud Yunus within the educational context, a topic rarely discussed comprehensively. This study adds value to the development of Qur'an-based learning systems relevant to the challenges of globalization.]]>
<![CDATA[Development and Innovation of Qur'anic Learning Methodologies in Indonesia ]]>
<![CDATA[Sulistyowati, Sulistyowati]]>
<![CDATA[ Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 10 No 2 (2024): Al-Lubab ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi ]]>
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DOI: 10.19120/al-lubab.v10i2.5951
<![CDATA[The methodology of Qur'anic learning in Indonesia has evolved from traditional approaches to innovations based on modern technology, in line with social changes and technological advancements. This study aims to analyze the historical development, recent innovations, and the strengths and challenges of Qur'anic learning methodologies in Indonesia. Using a library research method, data were qualitatively analyzed from various primary and secondary references, including previous studies and relevant books. The results show that traditional methods such as sorogan and bandongan are still practiced in Islamic boarding schools, while modern technology-based methods, such as digital applications, e-learning, and interactive multimedia, are trending in formal educational institutions. These innovations offer advantages such as broader access and more flexible learning processes but face challenges like the digital divide and the need for continuous teacher training. The implications of this study highlight the necessity of a hybrid approach that integrates traditional values with technological innovations to balance Qur'anic reading skills and spiritual character development. The study contributes both theoretically and practically by providing recommendations for adaptive curriculum development and technology-based teacher training. The originality of this research lies in its exploration of the integration of traditional and modern methods as a sustainable solution for Qur'anic learning in the digital era.]]>
