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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 Role of Dormitory Supervisors as Agents of Islamic Character Development through Student Discipline Enforcement Desva Usifa; Ardi Satrial; Nurhayati Nurhayati
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.v5i1.640

Abstract

This study aims to analyze the role of dormitory supervisors as agents of Islamic character transformation through the enforcement of student discipline in an Islamic boarding school environment. The study employed a qualitative method with a case study approach. Data were collected through in-depth interviews, observations, and documentation, and were analyzed using data reduction, data display, and conclusion drawing techniques. The findings reveal that dormitory supervisors play a significant role in fostering Islamic character through role modeling, habituation, supervision, and a dialogic-persuasive approach to discipline enforcement. Discipline was found to function not only as a mechanism for behavioral control but also as a means of internalizing Islamic values that promote responsibility, rule compliance, independence, and self-control among students. Furthermore, the integration of modern caregiving practices with local pesantren values strengthens the effectiveness of character development efforts. This study highlights that a dialogic-persuasive approach to discipline enforcement contributes to the transformation of students’ Islamic character and may serve as a model for strengthening character education in Islamic boarding schools.
Teachers' Interpersonal Communication for Internalizing Islamic Values Against Verbal Bullying Mu’adz Haidar Zulkarnain; Agus Pahrudin; Achi Rinaldi; Ali Murtadho
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.v5i1.641

Abstract

Verbal bullying in elementary schools remains a persistent problem that is often overlooked as a normal aspect of children's social interaction, despite its potential psychological and socio-emotional consequences. This study aims to examine how teachers’ interpersonal communication strategies facilitate the internalization of Islamic values in addressing verbal bullying among elementary school students. A qualitative case study design was employed in an Islamic elementary school in West Java, Indonesia. Data were collected through participant observation, in-depth interviews, and document analysis involving four teachers and nine students. Data were analyzed using the Miles, Huberman, and Saldaña interactive model, including data condensation, data display, and conclusion drawing. The findings reveal three interconnected communication strategies; i) preventive communication through role modeling (uswah hasanah) and greeting habituation; ii) responsive communication through gentle speech (qawlan layyinan) and empathetic dialogue; and iii) restorative communication through personal advice (mau‘izah hasanah) and the reinforcement of brotherhood values (ukhuwwah). These strategies facilitated the internalization of Islamic values such as rahmah (compassion), ‘iffah al-lisan (ethical speech), and ta‘āwun (mutual assistance), which contributed to reducing verbal bullying tendencies and strengthening students’ awareness of respectful communication. This study contributes to the literature on Islamic educational communication by proposing a value-based interpersonal communication framework for bullying prevention and intervention in elementary school settings.
Religious Moderation in the Digital Era: Strengthening Social Tolerance amid Digital Diversity Ameliana Nurahmi; Zulvia Rahmi; Rohadatul Aisi; Iswantir M; Yulia Rahman
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.v5i1.646

Abstract

Religious moderation has become increasingly important in addressing the challenges of contemporary social life shaped by digital technology, rapid information exchange, and intensified intercultural and interreligious interactions. This study examines the role of religious moderation in fostering tolerance amid digital diversity and explores the challenges posed by the spread of intolerant, provocative, and radical content on digital platforms. Employing a qualitative library research design with a content analysis approach, data were collected from scholarly journals, books, policy documents, and other relevant literature on religious moderation and digital social dynamics. The findings indicate that religious moderation contributes significantly to promoting social harmony through the reinforcement of tolerance, interfaith dialogue, inclusivity, and responsible digital literacy. The study also reveals that hate speech, social polarization, misinformation, and the misuse of social media constitute major obstacles to the development of tolerant digital communities. Furthermore, effective implementation of religious moderation requires collaborative efforts among educational institutions, governments, religious leaders, and civil society organizations. The study concludes that religious moderation serves as a critical framework for strengthening social cohesion, preserving national unity, and fostering peaceful coexistence within increasingly diverse digital societies.
The Effectiveness of the Tikrar Method in Enhancing Quranic Memorization among Elementary School Students Pebrianto Pebrianto; Nurhayati Nurhayati; Zulmasri Zulmasri
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.v5i1.648

Abstract

The low level of Quranic memorization ability among elementary school students remains a challenge in Islamic education. This condition is reflected in students' lack of fluency in memorization, inaccuracies in the application of tajwid and makhraj, and difficulties in retaining previously memorized verses. This study aimed to examine the effectiveness of the Tikrar method in improving the Quranic memorization ability of elementary school students. The study employed a quantitative approach using a quasi-experimental design through the administration of pretests and posttests. The population consisted of 39 students, while 11 students were selected as the research sample using purposive sampling. Data were collected through Quranic memorization tests, observations, and documentation. Students' memorization ability was assessed based on fluency, accuracy of tajwid, accuracy of makhraj, accuracy in recalling verses, and self-confidence. The data were analyzed using descriptive statistical techniques to compare students' performance before and after the treatment. The findings revealed an improvement in students' Quranic memorization ability following the implementation of the Tikrar method. Improvements were observed in memorization fluency, reading accuracy, and students' confidence in reciting their memorized verses. Furthermore, observational data indicated that students became more active, focused, and enthusiastic during the memorization learning process. These findings suggest that the Tikrar method has the potential to serve as an effective instructional strategy for enhancing elementary school students' Quranic memorization ability through a systematic and continuous repetition process.
Transforming Islamic Religious Education into Kitab Based Learning and Takhassus Programs Mustaqim Mustaqim; Liza Efriyanti; Yossefli Indra; Fahril Syahweli
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.v5i1.653

Abstract

This study aims to analyze the transformation of Islamic Religious Education subjects into kitab-based learning and the implementation of a takhassus (specialization) program in an Islamic boarding school. This transformation is driven by the need to strengthen students’ religious understanding through the integration of the formal curriculum with the traditional study of classical Islamic texts (turath). This study employs an exploratory sequential mixed methods design. Qualitative data were collected through interviews with the pesantren leader, head of the madrasah, and Islamic studies teachers, followed by quantitative data gathered through questionnaires administered to 30 students. Data were analyzed using descriptive qualitative analysis and descriptive statistics. The findings reveal that the transformation of IRE is implemented through the integration of the formal curriculum with classical Islamic texts in subjects such as Quran-Hadith, Aqidah-Akhlaq, Fiqh, and Arabic language. The takhassus program is conducted through in-depth study of classical texts using the sorogan and bandongan methods, supported by the use of modern instructional media. The program has a positive impact on improving students’ ability to read classical Arabic texts, enhancing their religious understanding, and increasing their learning motivation. This study concludes that the integration of kitab-based learning and the takhassus program strengthens the identity of Islamic boarding school education and enhances the overall quality of Islamic Religious Education in a holistic manner.
Student Perceptions of Project-Based Learning in Islamic Schools under the Merdeka Curriculum Yelita Azizah; Desri Iriana
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.v5i1.660

Abstract

This study aims to analyze students' perceptions of the implementation of Project-Based Learning (PBL) within the Merdeka Curriculum at an Islamic junior high school in Indonesia. The study employed a quantitative method with a survey approach. A total of 65 students participated as respondents. Data were collected through a questionnaire and analyzed using descriptive statistics to examine students' perceptions of the implementation of Project-Based Learning. The findings revealed that 47% of the students perceived Project-Based Learning in the Merdeka Curriculum as moderately effective. In addition, students reported that Project-Based Learning enhanced their active participation in the learning process and supported the development of the Pancasila Student Profile. These findings indicate that Project-Based Learning is positively perceived by students and has the potential to support the achievement of the objectives of the Merdeka Curriculum in Islamic schools. The study highlights the importance of strengthening the planning, implementation, and evaluation of project-based learning activities to improve students' learning experiences and competency development.
The Role of Islamic Boarding Schools in Developing Student Leadership in Society Marfiyanti Marfiyanti; Handriadi Handriadi; Eko Rojana; Zainal Arifin; Rahmad Hidayat; Defina Putri
Ahlussunnah: Journal of Islamic Education Vol. 4 No. 3 (2025): December
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v4i3.683

Abstract

This study aims to analyze the role of Islamic boarding schools in developing santri leadership in society. As Islamic educational institutions, pesantren not only function to teach religious knowledge, but also to shape the character and leadership spirit of santri. The research method used is qualitative with a case study approach, through literature analysis and observation of leadership practices in the pesantren environment. The results of the study show that Islamic boarding schools have two main roles in building student leadership. First, Islamic boarding schools serve as role models through the figures of kyai and ustadz who demonstrate leadership based on Islamic values. Second, Islamic boarding schools act as motivators by encouraging students to be active in organizational and social activities. The implications of this research confirm that Islamic boarding schools make an important contribution to producing a generation of leaders with noble character, integrity, and the ability to act as agents of change in society.
The Role of Daily Routines in Fostering Independence among Children Aged 4–5 Years Fajri Rahmi; Nurasiah Ahmad; Hilma Nafsiyati; Rana Nabilah; Irawati Irawati
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.v5i1.695

Abstract

Independence is an essential aspect of early childhood development as it supports children's ability to regulate themselves, make simple decisions, and take responsibility for their surroundings. This study aims to analyze the role of daily routines in fostering independence among children aged 4–5 years in a kindergarten setting. The study employed a qualitative approach with a case study design. Data were collected through observations, interviews, and documentation involving children aged 4–5 years, classroom teachers, and the school principal. Data analysis was conducted through data reduction, data display, and conclusion drawing, while data trustworthiness was ensured through source and technique triangulation. The findings revealed that consistently implemented daily routines provided opportunities for children to develop various aspects of independence, including active participation in school activities, the ability to complete tasks without assistance, responsibility for using and organizing learning materials, independence during mealtimes, and emotional self-management. Routine activities such as lining up, praying together, washing hands, eating together, and tidying up learning materials served as effective habituation practices in fostering independent behavior. The findings highlight that daily routines play an important role in supporting the development of independence in early childhood, with consistent habituation and teacher guidance serving as key factors in their effectiveness. This study suggests that integrating daily routines into learning activities can be an effective strategy for strengthening children's independence in early childhood education settings.
Islamic Education Policy in the Era of Digital Transformation: Challenges and Future Directions Refnil Yetti; Samsu Samsu; Mahmud Mahmud
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.v5i1.696

Abstract

Digital Revolution 4.0 has driven fundamental changes across various sectors, including Islamic education, thereby requiring policies that are adaptive to technological advancements and the demands of twenty-first-century competencies. This article aims to analyze the directions of Islamic education policy in Indonesia and identify the challenges encountered in its implementation in the digital era. The study employs a qualitative method using a content analysis approach. Data were collected from Islamic education policy documents, including the Islamic Education Roadmap 2020–2035, relevant regulations, and related academic literature. The data were analyzed through coding, categorization, and thematic interpretation to uncover policy orientations and implementation challenges. The findings reveal that Islamic education policies in Indonesia have directed transformation in five key areas: curriculum development, learning innovation, institutional governance strengthening, human resource capacity enhancement, and the reinforcement of educational regulations and funding. Nevertheless, policy implementation continues to face several challenges, including regional digital disparities, inadequate digital competencies among educators, limited technological infrastructure, curriculum misalignment with twenty-first-century competency requirements, the threat of digital radicalism, adaptation challenges faced by traditional Islamic educational institutions, and tensions between national standardization and the need for local contextualization. These findings indicate that the digital transformation of Islamic education requires an integrative, adaptive, and sustainable policy approach. This article contributes to the advancement of Islamic education policy studies by proposing an analytical framework for understanding the developmental directions and implementation challenges of Islamic education policies in response to the digital era.
Exploration of Project-Based Learning in Islamic Religious Education in Elementary Schools Nelfa Sari; Rini Putri Handayani
Ahlussunnah: Journal of Islamic Education Vol. 4 No. 3 (2025): December
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v4i3.723

Abstract

This study aims to explore the planning and implementation of Islamic Religious Education learning based on Project Based Learning (PjBL). The research employs a qualitative approach with a case study design to gain an in-depth understanding of the phenomenon. The subjects consist of Islamic Religious Education teachers, school principals, and students from grades four and five, serving as the primary and secondary data sources. Data collection techniques include observation, interviews, and documentation to ensure comprehensive and triangulated data. Data analysis is conducted through data reduction, data display, and drawing conclusions to provide a thorough interpretation of the findings. Prior to the learning process, the teacher prepares detailed lesson plans and learning devices to guide the implementation. The Project-based learning (PjBL) steps consist of project orientation, group division, project planning, implementation, presentation, and reflection, which are systematically carried out to foster active student engagement. This method encourages students to work collaboratively, develop creativity, and apply their knowledge in producing real projects. The findings of this study offer valuable insights into effective strategies for planning and implementing Project-based learning (PjBL) in Islamic Religious Education, emphasizing the importance of systematic preparation, teacher facilitation, and active student participation. The study highlights that when well-planned and executed, Project-based learning (PjBL) can enhance the quality of learning by making it more meaningful and relevant to students’ lives.

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