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Ghaitsa: Islamic Education Journal
Published by Yayasan Darussalam Bengkulu
ISSN : -     EISSN : 27211592     DOI : https://doi.org/10.62159/ghaitsa.vXXX
Core Subject : Religion, Education,
Religion Education
Ghaitsa: Islamic Education Journal is a double-blind peer-reviewed journal on education and teacher training. Ghaitsa Journal is intended to provide academic forums for researchers who are interested in the discussion of current and future issues on education and teacher training, especially in the Muslim world. All articles will be reviewed by experts before accepted for publication. Each author is solely responsible for the content of the published articles. The journal is open to authors around the world regardless of nationality.
Arjuna Subject : Umum - Umum
Articles 265 Documents
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Fostering Honesty in Generation Z: Islamic Education Teachers' Strategies in the Digital Age Mustafa Mustafa; Warul Walidin; Mumtazul Fikri; Silahuddin Silahuddin
GHAITSA : Islamic Education Journal Vol. 7 No. 2 (2026): March - June
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i2.2759

Abstract

This study examines the strategies of Islamic Religious Education (PAI) teachers in fostering honesty values among Generation Z students in senior high schools in Pidie Regency, Indonesia, and their impact on academic achievement and social development. Employing a qualitative case study approach, data were collected through in-depth interviews, participant observation, and documentation at three state senior high schools. The findings reveal five effective strategies: role modeling (uswah hasanah), habituation, dialogic approaches, spiritual reinforcement, and digital media utilization. Role modeling emerged as the most dominant strategy, as Generation Z students respond more strongly to authentic behavior than theoretical advice. These strategies significantly enhanced students' moral awareness, reduced cheating behavior, fostered responsibility and courage to speak honestly, strengthened teacher-student relationships, and improved both academic achievement and social development. The study contributes theoretically by developing a conceptual model integrating PAI strategies with Generation Z characteristics in the digital era, practically by providing guidance for adaptive instructional strategies, and methodologically by offering an analytical framework for character education research. The findings recommend strengthening collaboration among schools, families, and communities, alongside policies supporting teacher digital competency development. However, the study is limited to three schools in Pidie Regency, suggesting future longitudinal research and exploration of technology-based character education models.
Reconstructing the Aqidah Curriculum Through ‎Malay Cultural Values: A Conceptual Literature ‎Synthesis Haris Riadi; Febby Erika
GHAITSA : Islamic Education Journal Vol. 7 No. 3 (2026): July - October (In Press)
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i3.2766

Abstract

This study aims to reconstruct the Aqidah curriculum based on Malay culture as an effort to develop a more contextual Islamic education curriculum while maintaining the core principles of Islamic teachings. The study employed a qualitative approach using library research by analyzing academic books, scientific journal articles, and other relevant literature related to Aqidah education, Islamic education curriculum, and Malay culture. The collected data were analyzed using qualitative content analysis through data reduction, categorization, interpretation, and conclusion drawing. The findings indicate that Malay culture contains values closely aligned with Islamic Aqidah, including religiosity, politeness, respect for parents and teachers, togetherness, and social responsibility. These values provide a strong foundation for reconstructing the Aqidah curriculum. The proposed reconstruction model integrates Malay cultural values into four essential curriculum components: learning objectives, learning materials, learning strategies, and the learning environment. This model positions Malay culture not merely as a learning context but as a conceptual foundation for curriculum development. Consequently, the reconstructed curriculum is expected to strengthen students' religious character, reinforce their cultural identity, and create Aqidah learning that is more meaningful, contextual, and relevant to the characteristics of Malay society.
Development of the Minangkabau Ethnoscience-Based LDER Learning Model to Improve Junior High School Students' Scientific Literacy Mai Sastri; Alwen Bentri; Fetri Yeni; Rahmi Pratiwi
GHAITSA : Islamic Education Journal Vol. 7 No. 3 (2026): July - October (In Press)
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i3.2830

Abstract

This study aims to develop a Minangkabau ethnoscience-based LDER (Ethnoscience Literacy, Discussion, Explanation, and Reflection) learning model to support the improvement of scientific literacy in junior high school/Islamic junior high school students. The study used the Research and Development (R&D) method with the ADDIE development model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The developed model was validated by model experts, material experts, and language and media experts, then tested for practicality through teacher assessments and student responses, while the improvement of scientific literacy was analyzed using Normalized Gain (N-Gain). The results showed that the LDER learning model obtained a model validation percentage of 77.5% in the feasible category, material validation of 95.45%, and language and media validation of 95.23% in the very feasible category. The practicality test results showed 85.31% based on teacher assessments and 84.80% based on student responses, both in the very practical category. The improvement in scientific literacy skills is demonstrated by the N-Gain value of 0.67, which is in the moderate category. This finding indicates that the LDER model based on Minangkabau ethnoscience has good feasibility and practicality and supports the improvement of scientific literacy through the integration of local knowledge with scientific concepts in science learning. This model provides a contextual and culturally responsive learning alternative by bridging Minangkabau local knowledge and scientific knowledge through the stages of Ethnoscience Literacy, Discussion, Explanation, and Reflection.
Exemplary Behavior, Religious Maturity, and Character Education among Ma’had Al-Jami’ah Students: A Quantitative Study at IAIN Ponorogo Ngatmin Abbas; Amir Mukminin; Handaru Kusbiantoro; Abdullah Abdullah; Muhammad Ali Rohmatulloh
GHAITSA : Islamic Education Journal Vol. 7 No. 3 (2026): July - October (In Press)
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i3.2630

Abstract

Character education for students in Islamic higher education requires evidence-based strengthening because students live under increasingly complex academic, social, and digital pressures. This study aims to analyze the influence of exemplary conduct and religious maturity on the character education of Ma’had Al-Jami’ah students at IAIN Ponorogo. This study focuses on three variables: exemplary conduct as X1, religious maturity as X2, and character education as Y. The study employed a quantitative approach with a correlational ex post facto design. The population consisted of 421 second-semester students living in Ma’had Al-Jami’ah. A sample of 200 students was selected through stratified random sampling based on gender proportion. Data were collected using a Likert-scale questionnaire. Instrument testing used Pearson Product Moment validity and Cronbach’s Alpha reliability. Data analysis involved prerequisite tests and partial regression tests using SPSS. The results show that exemplary conduct has a positive and significant effect on character education, with t = 5.769, p = 0.000, and R Square = 0.441. Religious maturity also has a positive and significant effect, with t = 2.221, p = 0.028, and R Square = 0.415. These findings confirm that character education in Ma’had should be developed through visible role modeling, value habituation, and mature religious understanding. The implication is that Ma’had managers need to design character-building programs that integrate behavioral models, religious reflection, and continuous evaluation.
Islamic Values-Based Learning to Improve Arabic Language Proficiency Using the Guided Reading Strategy and the Snowball Throwing Model at Madrasah Mamba’ul Ulum Dagan Arif Widodo; Isna Finurika; Yufridal Fitri Nursalam; Rahmat Iswanto
GHAITSA : Islamic Education Journal Vol. 7 No. 2 (2026): March - June
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i2.2957

Abstract

This classroom action research investigated the implementation of Islamic value-based Arabic learning through the integration of Guided Reading and Snowball Throwing to improve students’ Arabic speaking proficiency (maharah al-kalām) at class VII of MTs Mamba’ul Ulum Dagan, Lamongan. The study involved 27 students and was conducted in two cycles using the planning, action, observation, and reflection procedures. Guided Reading was positioned as an input stage that scaffolded students’ comprehension, pronunciation, and vocabulary acquisition, while Snowball Throwing functioned as an interactive output stage that stimulated oral question-and-answer, participation, confidence, and peer interaction. The instructional process was contextualized through Islamic classroom values such as greeting, prayer, respectful communication, mutual encouragement, and moral reinforcement. The findings show a consistent improvement in speaking performance. The mean score increased from 66 in the pre-cycle to 71 in Cycle I and 86 in Cycle II. Learning mastery rose from 25% to 40% and reached 100% in Cycle II. Teacher activity increased from 82% to 97%, while student activity increased from 80% to 93%. The study indicates that combining guided literacy input with playful cooperative oral practice can create an active, communicative, and value-oriented Arabic classroom. The practical implication is that Arabic teachers in madrasah can use the two-stage design to bridge comprehension and production while simultaneously cultivating confidence, cooperation, discipline, and adab in language learning.

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