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Rani Darmayanti
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Assyfa Journal of Islamic Studies
Published by CV Bimbingan Belajar Assyfa
ISSN : 29887399     EISSN : 29887399     DOI : https://doi.org/10.61650/ajis
Core Subject : Religion, Education, Social,
Religion Education Social Sciences Other
he main purpose of the AJIS: Assyfa Journal of Islamic Studies is to publish the empirical original and primary research pertaining to Islamic education across all ages and educational levels both qualitative and quantitative research. A secondary purpose of the Journal is the occasional publication of exceptionally important theoretical and review articles that are pertinent to Islamic educational. The scope of Assyfa Journal of Islamic Studies tells us the areas of application of educational combined with an Islamic perspective.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 199 Documents
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Implementation of the Tahfidzul Kutub Method of Alfiyah Ibnu Malik in Improving Students' Nahwu Understanding Robi Gunawan; Ihsan Mustofa; Jaenullah Jaenullah
Assyfa Journal of Islamic Studies Vol. 3 No. 2 (2025): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v3i2.1209

Abstract

This study aims to analyze the implementation of the Tahfidzul Kutub method in memorizing the book Alfiyah Ibnu Malik to improve students’ understanding of Arabic grammar (nahwu) at Darul Muta'alimin Islamic Boarding School, as well as to identify its supporting and inhibiting factors. This research employs a qualitative approach with a descriptive study design. Data were collected through participatory observation, in-depth interviews with the head of the boarding school, teachers (ustadz), and students, as well as documentation. Data analysis used the interactive model of Miles and Huberman, which includes data reduction, data display, and conclusion drawing. Data validity was ensured through source and technique triangulation. The results show that the implementation of the Tahfidzul Kutub method is carried out through systematic stages: talaqqi/bandongan (teacher-led reading), memorization (tikrar), submission (sorogan), review (muroja'ah), and periodic evaluation. This method has proven effective in improving students’ understanding of nahwu, as reflected in their increased ability to memorize verses, read classical Islamic texts (kitab kuning), and analyze sentence structures (i‘rab) up to the analytical level in Bloom’s taxonomy. Supporting factors include a conducive boarding school environment and the competence of the teachers, while inhibiting factors include differences in cognitive abilities and students’ consistency in conducting muroja'ah.
The Effect of Teacher Competence and Discipline on Students' Academic Achievement in Aqidah Akhlak at MI GUPPI 1 Sukapura Ismi Maria Ulfa; Ihsan Mustofa; Jaenullah Jaenullah
Assyfa Journal of Islamic Studies Vol. 3 No. 2 (2025): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v3i2.1210

Abstract

This study aims to determine the influence of teacher competence and teacher discipline on students' learning achievement in Aqidah Akhlak at MI GUPPI 1 Sukapura, Sragi District, South Lampung Regency. The background of this research is based on the importance of the teacher's role in the learning process, particularly teacher competence and discipline, which can influence students' learning success. This is a quantitative study with a population of all students at MI GUPPI 1 Sukapura. The sampling technique used proportional random sampling with the Slovin formula, yielding 60 respondents from a total population of 71 students. Data collection methods included questionnaires and documentation. Data analysis employed multiple linear regression using SPSS. The results indicate that teacher competence, together with teacher discipline, significantly influences students' Aqidah Akhlak learning achievement. Hypothesis testing revealed a significance value for the simultaneous influence of teacher competence and discipline on student achievement with Fcount (28.831) > Ftable (4.46). The coefficient of determination (R²) of 0.892 indicates that 89.2% of the variation in student learning achievement can be explained by teacher competence and discipline, while 10.8% is explained by other factors. This research confirms that enhancing teacher competence and discipline is a key factor in improving student learning achievement in Aqidah Akhlak.
Management of Package C Equivalency Education for Correctional Residents at Class II.b Baturaja Detention Center Supratman Supratman; Yudan Hermawan
Assyfa Journal of Islamic Studies Vol. 4 No. 1 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i1.1211

Abstract

As citizens, everyone has an equal right to education, including the inmates at the Baturaja Detention Center (Rutan). The Baturaja Detention Center implements the Package C equivalency program to fulfill the educational rights of inmates, while serving as an instrument for personality development. Education within a detention center presents unique management challenges and characteristics compared to regular schools. This study aims to analyze and describe the management of the Package C equivalency education program for inmates at the Class IIB Baturaja Detention Center, which includes the stages of planning, organizing, implementing, and supervising. This study employed a qualitative approach with a descriptive qualitative method. Data were collected through direct interviews with the head of the Class IIB Baturaja Detention Center, correctional officers, managers of the Annur Arba Community Learning Activity Center (PKBM) Baturaja, and participating inmates. Direct observations and documentary studies were also conducted to strengthen data validity. The results indicate that the management of the Package C program at the Baturaja Detention Center operates reasonably well through a formal partnership with an external PKBM. The initial planning stage involves assessment of inmates' interests and administrative requirements. The implementation stage faces challenges such as limited classroom space, minimal learning facilities, and scheduling adjustments to comply with detention center security protocols. The supervision stage is conducted jointly by the detention center authorities and the leadership of PKBM Annur Arba to ensure attendance and security during the learning process. In conclusion, the management of Package C education at the Baturaja Detention Center successfully provides secondary education access for inmates. However, it remains constrained by limited infrastructure and a lack of a dedicated operational budget for education within the detention center  
Islamic Educational Values in The Marriage Tradition of The Banjar Ethnic Community in Teluk Sialang Village Abd. Hamid; Ari Susanto; Kholilullah Kholilullah
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i2.1219

Abstract

This study aims to determine the Islamic educational values in the implementation process of the Banjar ethnic marriage tradition in Teluk Sialang Village, Tungkal Ilir District, West Tanjung Jabung Regency. The problems in this study are to find out how the marriage tradition of the Banjar ethnic community is and to find out the Islamic educational values in the Banjar ethnic marriage tradition. This research is a field research. Data collection was carried out using observation, interview and documentation methods. This research was analyzed using data reduction, data presentation and verification. The findings of this study are: 1) the marriage traditions of the Banjar ethnic community include: (a) Basasuluh (investigating), (b) Batatakunan, (c) Badatang/Bapara (proposing), (d) Bapayuan/Bapatut Jujuran (determination of dowry), (e) Maatar Jujuran/Patalian (engagement), (f) Bapingit (seclusion), (g) Bapacar (henna), (h) Badudus/Bapapai, (i) Marriage Contract, (j) Batamat (Khatam Qur'an), (k) Ma'arak Pengantin (bridal procession), (l) Bersanding/Batatai Tradition; 2) the Islamic educational values in the Banjar ethnic marriage tradition include: (a) faith values, (b) worship values, (c) moral values, (d) silaturrahmi values.
Implementation of Multiliteracy in PAI Learning through Interactive Learning Media Rismawati Rismawati; Siti Roudhotul Jannah; Choirudin Choirudin
Assyfa Journal of Islamic Studies Vol. 4 No. 1 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i1.1229

Abstract

This study aims to analyze the implementation of multiliteracy in Islamic Religious Education (PAI) learning through interactive learning media at SMP Negeri 1 Punggur, Central Lampung. In the digital era characterized by massive and diverse information flows, students are required to have multiliteracy skills encompassing textual, digital, media, and cultural literacy. PAI learning, which has tended to use textual and conventional approaches, faces challenges in comprehensively developing students' multiliteracy competencies. This research employs a qualitative approach with a case study method at SMP Negeri 1 Punggur, an accredited A public junior high school that has implemented the Merdeka Curriculum. Data were collected through participatory observation, in-depth interviews with the principal, PAI teachers, and students, as well as documentation studies, then analyzed using the Miles and Huberman interactive model. The results show that the implementation of multiliteracy through interactive media such as learning videos, visual presentations, digital quizzes, simulations, and Canva-based e-modules has been running, although not evenly distributed. Interactive media has proven to play a significant role in increasing learning interest, active participation, and students' understanding of abstract PAI material. However, the development of visual and digital literacy has not been optimal due to limited media use and the lack of explicit integration of multiliteracy in lesson planning and evaluation. This study recommends strengthening multiliteracy-based planning, implementation, and evaluation as well as improving PAI teachers' digital competence through the TPACK approach to achieve comprehensive multiliteracy development.
Negotiating Multiculturalism in Rural Indonesia: The Structural-Functional Role of Muslim Community Leaders in Social Cohesion Siti Anur Rambe; Efi Brata Madya
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i2.1216

Abstract

This study explores the structural-functional role of Muslim community leaders in fostering social cohesion within a multicultural rural context in Tanjung Medan Village, Bilah Barat District, Labuhanbatu Regency. While cultural, linguistic, and ethnic diversity often presents structural friction in rural Indonesian communities, social harmony remains intact through active local leadership. Utilizing a qualitative descriptive approach, data were gathered through observations, in-depth interviews, and document analysis involving Muslim community leaders, traditional figures, and village administrators. The findings demonstrate that Muslim community leaders perform essential integrative functions to maintain social equilibrium through proactive strategies, including joint social initiatives, rural infrastructure development, inclusive religious and mutual-aid association (Serikat Tolong Menolong/STM) activities, and deliberative consensus-building (musyawarah). Furthermore, these leaders fulfill structural roles as mediators, advisors, and social catalysts in embedding tolerance and collective solidarity. Despite potential constraints stemming from divergent customs, language, and ethnicity, peaceful coexistence is sustained via effective communication, mutual respect, and cross-group cooperation. In conclusion, Muslim community leaders serve as pivotal structural-functional anchors in negotiating multiculturalism and sustaining a harmoniously integrated, peaceable rural society.
The Influence of Educational Leadership and Islamic Leadership on Teacher Performance with Organizational Culture as A Moderating Variable at SD Negeri 2 Sulusuban Wahyu Febriana; Syafrimen Syafrimen; Tulus Suryanto; Koderi Koderi
Assyfa Journal of Islamic Studies Vol. 4 No. 1 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i1.1247

Abstract

Principal leadership and organizational culture are key factors influencing teacher performance in elementary schools. This study aims to examine the direct influence of educational leadership and Islamic leadership on teacher performance, as well as the indirect influence through organizational culture as a moderating variable. The research location was SD Negeri 2 Sulusuban with a population of 32 teachers. The method used was quantitative with Moderated Regression Analysis (MRA). Data were collected through a Likert scale questionnaire (1–5) that had been tested for validity and reliability. The results showed that educational leadership has a significant positive effect on teacher performance. Islamic leadership also has a significant positive effect. Organizational culture was proven to moderate the influence of educational leadership on teacher performance, but did not moderate the influence of Islamic leadership. The R Square value of 0.732 indicates that 73.2% of the variation in teacher performance can be explained by the model. This study recommends strengthening collaborative organizational culture to maximize the impact of educational leadership on teacher performance, as well as strengthening Islamic leadership values directly.
Curriculum Development in Primary and Secondary Education (in Schools and Madrasahs): A Systematic Literature Review and Bibliometric Analysis Study Junaina Junaina; Agus Pahrudin; Yuberti Yuberti
Assyfa Journal of Islamic Studies Vol. 4 No. 1 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i1.1248

Abstract

This study aims to systematically and bibliometrically analyze the development of research on curriculum development in primary and secondary education, both in public schools and madrasahs, within the 2020-2025 timeframe. The dynamics of curriculum policy in Indonesia, including the implementation of the Merdeka Curriculum, strengthening the deep learning approach, and the issuance of Minister of Primary and Secondary Education Regulation Number 13 of 2025 and Minister of Religious Affairs Regulation (KMA) 450 of 2024, have encouraged various studies that need to be comprehensively mapped. The method used is Systematic Literature Review (SLR) with the PRISMA protocol combined with bibliometric analysis using VOSviewer software. Literature searches were conducted on Google Scholar, DOAJ, Scopus, Web of Science, and SINTA databases. A total of 420 initial articles were identified, then through the screening and eligibility process, 40 final articles were obtained for thematic analysis, plus 587 keywords were analyzed bibliometrically. The results showed three main findings: (1) VOSviewer analysis revealed five main research clusters namely curriculum implementation, madrasah education, learning and pedagogy, curriculum evaluation, and technology and innovation; (2) the trend of curriculum development research was dominated by qualitative approaches (67.5%) focusing on the implementation of the Merdeka Curriculum (52.5%); (3) overlay visualization showed a temporal shift from evaluation of the 2013 Curriculum (2020-2021) to implementation of the Merdeka Curriculum (2022-2023) and now towards deep learning, coding, and artificial intelligence (2024-2025); (4) madrasahs showed unique characteristics in curriculum development through the integration of general and religious knowledge based on KMA 450 of 2024; and (5) density analysis identified research gaps in studies on coding and AI in the curriculum, implementation of deep learning in disadvantaged areas (3T regions), and development of inclusive curriculum. This study recommends strengthening teacher capacity, harmonizing policies between ministries, and developing cross-institutional collaborative research.
Internalization of Islamic Educational Values in The Ruwahan Tradition among The Javanese Muslim Community Shinta Dewi Masitoh; Jaenullah Jaenullah; M. Saidun Anwar
Assyfa Journal of Islamic Studies Vol. 3 No. 2 (2025): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v3i2.1268

Abstract

This study aims to analyze the internalization process of Islamic educational values within the Ruwahan tradition among Javanese Muslim communities and to identify its implications for shaping religious and social character. Using a qualitative approach with an ethnographic design, data were collected through participatory observation, in-depth interviews with religious leaders, community leaders, and youth, as well as documentation. Data analysis employed the interactive model of Miles and Huberman with source and technique triangulation for validity. The findings reveal that the Ruwahan tradition serves as an effective cultural medium for internalizing Islamic educational values through three stages: (1) value transformation, where religious leaders convey faith and moral teachings through tahlil, communal prayers, and religious lectures (tausiyah); (2) value transaction, involving active community participation in mutual cooperation (gotong royong), grave visitation (nyekar), and food charity (berkat), creating a dialogical space for value exchange; and (3) value trans-internalization, where Islamic values become embedded in community personality, manifesting in solidarity, worship discipline, and respect for ancestors. This research contributes to the discourse on cultural-based Islamic education, demonstrating that local traditions can serve as strategic media for character formation amidst modernization challenges. The study recommends strengthening educational aspects of the Ruwahan tradition and increasing youth involvement to ensure its sustainability as a medium for Islamic value internalization
The Strategic Role of Human Resource Management in The Development of Professionalism among Educators Ariani Ariani; Habibah Mauizah Hasanah; Chofidotul Fikria
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i2.1233

Abstract

This study aims to analyze the relationship between Human Resource Management (HRM) functions and the professionalism of educators, describe the implementation of these functions, and develop a synthesis of effective HRM strategies in the era of digital transformation. The method used is qualitative, employing a literature review approach. The data corpus was obtained through a documentation process of secondary data consisting of 25 accredited scientific journals from 2020 to 2025, which were critically screened based on thematic relevance and source credibility. Data analysis was conducted using a descriptive qualitative approach, adopting Miles and Huberman’s interactive analysis model, which includes data reduction, data presentation, and drawing conclusions. The results of the study indicate that HRM functions, particularly work motivation (????= 0.67) and fair compensation (R² = 0.72), have a positive correlation and a strong relationship with the improvement of educators’ pedagogical competencies. Performance evaluations conducted through periodic supervision four times a year effectively boosted 78% of educators’ digital proficiency, although training efforts remain inconsistent due to administrative barriers and the lack of ongoing support. The study’s conclusions highlight the novel finding that the failure to adapt to digital technologies is not caused by educators’ resistance to technology, but rather by the fragile integration between HRMS subsystems and the high bureaucratic burden that triggers technostress. As a result, the acceleration of educators’ professionalism toward the Society 5.0 era requires a restructuring of macro-level governance and transformational leadership to realign schools’ focus from administrative formalities toward the holistic cultivation of intrinsic motivation.

Page 16 of 20 | Total Record : 199

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