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Yosi Aryanti
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Institute of Research and Community Service STIT Ahlussunnah Bukittinggi Jl. Diponegoro No. 8, Kota Bukittinggi Sumatera Barat, Indonesia
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Ahlussunnah: Journal of Islamic Education
Published by Sekolah Tinggi Ilmu Tarbiyah Ahlussunnah Bukittinggi
ISSN : -     EISSN : 28279573     DOI : 10.58485
Core Subject : Religion, Education, Social,
Religion Education Environmental Science Other
The Ahlussunnah: Journal of Islamic Education is dedicated to scholars, teachers, and anyone interested in the evolution of knowledge in Islamic Education. Articles published in the Ahlussunnah: Journal of Islamic Education need to fit with the expectation of scientific rigor concerning the theoretical background and the methodology. Results need to be realistic and embedded in the nowadays Islamic education topic. The topic should fall within, but not be limited to: innovation and technology in Islamic Education, Islamic education figures, and the Quran teaching and learning. The Ahlussunnah: Journal of Islamic Education accepts research and review articles. The methodology used by authors can be qualitative, quantitative, or mixed methods design, it is what makes Islamic education sciences original and relevant. Papers need to make contributions to the current literature on Islamic education. The Ahlussunnah: Journal of Islamic Education normally accepts only English language submissions. In this perspective of international openness, contributions from foreign researchers as well as comparative studies can find their place there. Innovation and technology in Islamic Education application of information technology in Islamic education, development of learning media for Islamic education, design of web and mobile applications for the learning process of Islamic education, and innovation in the learning process of Islamic education and other relevant issues. Islamic education figures-biographies of Islamic education figures, thoughts and ideas of Islamic education figures, relevance and contextualisation of thoughts in the current context, and other relevant issues. the Quran teaching and learning methods in memorizing and learning the Quran, issues in Islamic education teaching, learning methods in Islamic education learning, and other relevant issues.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 191 Documents
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The Implementation of Multilingual Habituation in Enhancing Students’ Self-Confidence Rahmanita Rahmanita; Saparia Fitriani; Fatmi Fauzani; Fina Febriany; Lazi Yafni; Isra’ Anggella
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 1 (2026): April
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i1.603

Abstract

This study aims to examine the implementation of multilingual habituation practices and their contribution to enhancing students’ self-confidence. Employing a qualitative approach with a case study design, data were collected through in-depth interviews, observations, and document analysis related to the use of Indonesian, Arabic, and English in both classroom activities and daily interactions within the school environment. The findings reveal that multilingual habituation is implemented in a structured and sustainable manner through regular language practice, guided conversations, and support from teachers as well as student language ambassadors. These practices positively influence students’ development across cognitive, affective, and conative domains, while also fostering greater confidence in communication. Increased self-confidence is reflected in students’ willingness to use foreign languages in everyday interactions without excessive fear or anxiety. This study highlights that multilingual habituation not only contributes to language proficiency but also strengthens students’ psychological development, particularly their self-confidence.
Students’ Perceptions of Internalizing Local Cultural Accommodation Values in Religious Moderation Yudi Gucandra; Novi Hendri; Riri Susanti
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 1 (2026): April
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i1.601

Abstract

This study aims to describe the perceptions of sixth-semester students in the Islamic Religious Education Program toward the internalization of local cultural accommodative values in religious moderation. The accommodative dimension remains one of the least empirically explored aspects compared to other dimensions of religious moderation. This study employed a descriptive quantitative approach using a survey method. The sample consisted of 80 students selected from a total population of 400 sixth-semester students through stratified random sampling. The research instrument was a Likert-scale questionnaire ranging from 1 to 5, developed based on four sub-indicators: recognition of cultural diversity, appreciation of local traditions, integration of Islam and culture, and cross-ethnic inclusive attitudes. The data were analyzed using descriptive statistics. The findings revealed that the average perception score reached 4.47 out of 5, which falls into the very high category. The recognition of cultural diversity sub-indicator obtained the highest score, while cross-ethnic inclusive attitudes received the lowest score. These findings indicate a tendency toward a gap between cognitive understanding and behavioral implementation in religious moderation. The study concludes that the learning process has successfully internalized local cultural accommodative values at a very high level; however, strengthening the behavioral dimension through more structured cross-cultural practices remains necessary.
Reconceptualizing Curriculum Integration through the Islamization of Knowledge in Islamic Secondary Education Rani Fitria; Afrinila Afrinila; Rismanilda Rismanilda; Yeni Revalina; Ahmad Lahmi
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 1 (2026): April
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i1.602

Abstract

Epistemological dualism separating general (kauniyah) and religious (qauliyah) knowledge remains an intellectual barrier to the advancement of Islamic education. This study aims to deconstruct and analyze the application of the Islamization of Knowledge as a philosophical foundation for curriculum integration in Islamic secondary education. This research employs a qualitative method with a content analysis approach to examine and synthesize the perspectives of Ismail Raji al-Faruqi and Syed Muhammad Naquib al-Attas within the context of contemporary curriculum models. The findings reveal that curriculum integration cannot be implemented through an additive approach, such as merely attaching religious texts to scientific subjects. Instead, it requires a reconstruction of the hierarchy of knowledge that places tawhid as the central epistemological foundation. At the practical level, this integration can be operationalized through the adoption of integrated and webbed curriculum models, as well as the “Spider Web” paradigm, which facilitates an interconnected dialogue between sacred texts and empirical realities. Furthermore, within the framework of the Merdeka Curriculum, this integration aligns with the Project for Strengthening the Pancasila Student Profile, enabling the internalization of Islamic values through a transdisciplinary approach to develop adaptive learners in the era of Society 5.0. Theoretically, this study affirms that the Islamization of Knowledge in curriculum design is a conditio sine qua non for nurturing ulul albab generations characterized by intellectual competence and spiritual integrity.
Teacher Strategies in Supporting Islamic Education Quality in Early Childhood Siti Fatimah; Zulfamanna Zulfamanna; Suprizen Suprizen
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 1 (2026): April
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i1.604

Abstract

This study aims to describe the use of school bulletin boards as an effort to improve the numerical literacy of elementary school students. The background of this study stems from the low ability of students to understand numerical concepts contextually in the school environment. This study uses a descriptive qualitative approach, with the research subjects being teachers and students at an elementary school in Surakarta. Data were collected through observation, interviews, and documentation, then analyzed using Miles and Huberman's interactive analysis model. The results show that the use of school bulletin boards can increase students' interest in learning and numerical abilities through the presentation of information based on numbers, graphics, and everyday problems. Furthermore, bulletin boards serve as a collaborative medium that fosters students' creativity and critical thinking skills. This study implies the need for teachers to integrate school media into numerical learning as a contextual literacy strategy based on the learning environment.
Developing a Multicultural Islamic Education Model Oriented toward Religious Moderation to Enhance Students’ Tolerance Nabil Tito Prasetyo; Novita Eni Kartika; Chairul Anwar; Syaiful Anwar; Muhammad Idris
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 1 (2026): April
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i1.605

Abstract

This study aims to describe the implementation of a multicultural Islamic education model oriented toward religious moderation in improving students’ tolerance attitudes at Islamic junior high schools. This study employed a qualitative approach using a case study design. Data were collected through in-depth interviews, participatory observation, and documentation involving the principal, Islamic Education teachers, and students selected through purposive sampling. The validity of the data was ensured through source and technique triangulation, while the data were analyzed thematically through data reduction, data display, and conclusion drawing. The findings revealed that the implementation of multicultural Islamic education oriented toward religious moderation was able to enhance students’ tolerance attitudes, as reflected in mutual respect, appreciation of differences, and inclusive social interactions within the madrasah environment. The implementation model was carried out through the integration of multicultural values into the learning process, school culture, and students’ religious activities. In addition, the role of teachers as facilitators, support from madrasah policies, and the strengthening of a religious moderation-based curriculum became the main factors contributing to the successful implementation of the model. The implications of this study indicate that multicultural Islamic education can serve as an effective strategy for strengthening religious moderation and fostering a sustainable culture of tolerance within Islamic educational institutions.
Analisis Model Cooperative Learning Tipe TGT dan STAD dalam Pembelajaran: Studi Literatur Nur Hasanah; Linggaria Lova; Imam Syafe’i; Eti Hadiati; Ratu Vina Rahmatika
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 1 (2026): April
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i1.609

Abstract

Cooperative learning models such as Teams Games Tournament (TGT) and Student Teams Achievement Division (STAD) are approaches that focus on group collaboration, active student engagement, and improved academic achievement. The purpose of this study is to explain the concepts, characteristics, implementation steps, as well as the advantages and disadvantages of the TGT and STAD cooperative learning models in learning activities. The methodology used in this study is a literature review, examining various academic sources including national journals, books, research articles, and other references related to TGT and STAD cooperative learning. Data collection was conducted through documentation and content analysis of the referenced literature. The findings of this study indicate that the TGT model has a key distinguishing feature, namely the use of academic games and tournaments, which can enhance learning motivation, engagement, social interaction, and create a pleasant learning atmosphere. On the other hand, the STAD model places greater emphasis on teamwork, individual responsibility, personal quizzes, and group rewards, making it effective in improving students’ conceptual understanding, learning outcomes, and collaborative skills. Both models have proven effective in improving the quality of learning, as they encourage students to be more active, communicative, and collaborative. However, implementing these models requires effective classroom management, thorough teacher preparation, and sufficient time allocation to ensure that the learning process runs optimally. Therefore, the TGT and STAD cooperative learning models can serve as innovative strategies for improving the quality of education at various levels of learning.
Evaluating the Implementation of Nonformal Education Policy in Indonesia: Challenges in Equality and Vocational Programs Muta’alimah Muta’alimah; Eko Handoyo; Fathur Rokhman
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 1 (2026): April
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i1.612

Abstract

Nonformal education in Indonesia plays a strategic role as a complement, supplement, and substitute for formal education in supporting equitable access to education. This study aims to analyze the implementation of nonformal education development policies in Indonesia by focusing on equality education programs and course and training institutions. This study employed a qualitative method with a content analysis approach through the examination of various regulations, policy documents, and related literature, ranging from Law Number 20 of 2003 to recent educational policies. The findings indicate that the implementation of nonformal education policies has contributed to increasing educational participation and reducing illiteracy rates. However, the effectiveness of policy implementation still faces several challenges, including limited budget allocation compared to formal education, inadequate quality of facilities and infrastructure in Community Learning Activity Centers, and disparities in instructor quality across regions. This study emphasizes the importance of strengthening governance, expanding partnerships with the industrial sector, and modernizing vocational-based curricula in order to enhance the responsiveness of nonformal education toward the challenges of economic disruption and unemployment in Indonesia.
Enhancing Teachers’ Professional Competence in the Era of Society 5.0 Siti Murni; Diana Sartika; Dini Mardina
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 1 (2026): April
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i1.616

Abstract

The emergence of Society 5.0 highlights the integration of advanced technology with human-centered values, creating new challenges in education. Teachers are required to adapt to technological developments, strengthen digital literacy, and foster students’ critical and adaptive thinking. For Islamic Education teachers, these demands are more complex as they also carry responsibility for developing students’ moral and spiritual character. This study aims to examine the strategies of Islamic Education teachers in enhancing their professional competence in the era of Society 5.0, as well as to identify supporting and inhibiting factors. This research employs a qualitative method with a case study approach. Data were collected through interviews and documentation and analyzed using data reduction and data display techniques. The findings indicate that teachers understand Society 5.0 as the integration of technological advancement with humanistic and Islamic values. Efforts to enhance competence include the use of digital learning media, strengthening literacy and digital skills, improving instructional leadership, developing foreign language proficiency, and optimizing the use of information technology in both teaching and administrative processes. These efforts reflect the integration of cognitive, professional, social, and personal competencies required for effective teaching in contemporary educational contexts.
Policy Analysis of Merdeka Belajar: Implications for Curriculum Autonomy in Integrated Islamic Schools Nani Septiana; Siti Aimah
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 1 (2026): April
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i1.617

Abstract

The implementation of the Merdeka Belajar policy promotes flexibility and autonomy in curriculum management; however, in the context of Integrated Islamic Schools, it presents challenges in integrating the national curriculum with Islamic values while maintaining educational quality. This condition requires curriculum autonomy to be managed in a way that ensures value-based quality assurance. This study aims to evaluate the implementation of the Merdeka Belajar policy and analyze its impact on curriculum quality autonomy in Integrated Islamic Schools using a policy analysis approach. This study employs a qualitative method with a case study approach, with data collected through in-depth interviews, observations, and document analysis, and analyzed using the interactive model of Miles and Huberman. The findings indicate that the policy provides significant autonomy in curriculum development; however, its effectiveness is strongly influenced by school management capacity, curriculum leadership, and internal quality assurance systems. These findings imply the importance of strengthening institutional capacity and quality assurance systems to optimize policy implementation in Islamic-based schools.
The Effectiveness of the Jigsaw Cooperative Learning Method in Improving Students’ Arabic Learning Nelsa Wahyuni; Mega Satria Nurul Falah; Agus Darwanto
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 1 (2026): April
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i1.618

Abstract

This study examines the effectiveness of the Jigsaw cooperative learning method in improving Arabic learning outcomes among Paket B students in a nonformal education program. The research was motivated by the relatively low level of achievement in Arabic learning, which was largely associated with teacher-centered instruction and limited student engagement during classroom activities. The research employed a pre-experimental one-group pretest–posttest design involving 24 students as research participants. The learning material was taken from Muhadatsah – Arabiyah Bayna Yadaik Jilid 1A, Bab 7 (Ad-Dirasah), while learning outcomes were measured using a 10-item multiple-choice test administered before and after the treatment. The instructional intervention was implemented through the Jigsaw model, emphasizing expert-group collaboration, peer explanation, responsibility sharing, and collective presentation. Data were analyzed descriptively through comparison of pretest and posttest scores and gain-score interpretation. The results indicate a substantial increase in students’ Arabic learning achievement after the implementation of the Jigsaw method, showing that cooperative interaction significantly enhances comprehension, learning participation, and students’ confidence in using Arabic expressions. The study strengthens empirical evidence on the relevance of cooperative learning for nonformal education contexts and highlights the potential of the Jigsaw model as an alternative pedagogical strategy to support meaningful and collaborative Arabic learning.

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