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Yosi Aryanti
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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 262 Documents
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Implementation of Kurikulum Berbasis Cinta in Islamic Primary Education: A Phenomenological Study at Madrasah Ibtidaiyah Rahmat Syukran; Leli Lismay; Ade Suhendra; Adriansyah Adriansyah; Absharini Kardena; Eka Pasca Surya Bayu
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 2 (2026): August
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i2.735

Abstract

This study explores how a Kurikulum Berbasis Cinta is interpreted and enacted in Islamic primary education at Madrasah Ibtidaiyah. Using a qualitative phenomenological design, the research examined the lived experiences of school actors in planning, implementing, and evaluating a curriculum that humanizes learners while maintaining strong Islamic values. Semi-structured interviews were conducted on 1 June 2026 with the principal, curriculum coordinator, six teachers, four students, and three parents. The interview data were complemented by classroom observations, school-environment observations, and document analysis of teaching modules, assessment records, and student portfolios. Data were analyzed through horizonalization, meaning-unit clustering, thematic synthesis, and interpretive reflection. The findings show that the Kurikulum Berbasis Cinta was experienced through four interrelated dimensions: i) curriculum meaning as rahmah-centered humanization, ii) compassionate and differentiated classroom practice, iii) dialogic and formative assessment, and iv) a school ecology that prioritizes dignity, safety, and spiritual growth. Participants described that students were given voice, guided through respectful discipline, and supported according to learning readiness and socio-emotional needs. At the same time, implementation was constrained by documentation burden, uneven teacher capacity in differentiated instruction, limited learning resources, and some parents’ continuing preference for examination-oriented indicators. The essence of the experience indicates that a Kurikulum Berbasis Cinta in a madrasah context is not merely a soft pedagogical style; it is an institutional ethic of care that integrates adab, academic growth, and learner well-being. The study recommends sustained teacher mentoring, stronger parent-school dialogue, and assessment designs that better connect cognitive, affective, social, and spiritual outcomes.
A Model for Strategic Planning in Islamic Religious Education to Improve the Quality of Learning: A Literature Review Tsania Nelly Fakhrina; Nurul Fatimah; Achmad Faisyawalludin; Abdul Azim
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 2 (2026): August
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i2.736

Abstract

This study aims to analyze the concepts, models, and implications of strategic planning for Islamic Religious Education (IRE) in improving the quality of learning. The study used a qualitative approach with library research through the Systematic Literature Review (SLR) method. Data were obtained from journal articles, scientific books, and relevant policy documents, then analyzed using content analysis techniques. The results of the study indicate that strategic planning for IRE is a systematic process that includes SWOT analysis, formulation of vision, mission, and objectives, program development, implementation, and ongoing evaluation. The implementation of strategic planning has been proven to improve the quality of learning, teacher competence, digital technology integration, strengthening student character, and a culture of quality in educational institutions. In addition, the success of its implementation is influenced by the collaboration of all stakeholders and the institution's ability to adapt to technological developments and student needs. The implications of this study indicate that strategic planning can be an important foundation in realizing effective, adaptive, and sustainable IRE learning in accordance with the demands of 21st-century education.
The Effect of the Quiz Team Learning Model on Student Learning Activity and Interest in Islamic Education Khaira Ummah; M. Luthfi Al-Fatih; Prima Aswirna
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 2 (2026): August
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i2.737

Abstract

This study examines the effect of the Quiz Team learning model on student learning activity and interest in Islamic Education at the elementary school level. The study employed a quantitative approach using a quasi-experimental method with a Non-Equivalent Control Group Design. The participants were 30 fourth-grade students, consisting of 15 students in the experimental class and 15 students in the control class. Data were collected using a learning activity observation sheet and a learning interest questionnaire. Data analysis was conducted using the Independent Samples t-Test with SPSS 20. The results showed that the Sig. (2-tailed) value was 0.000 (p < 0.05) for both learning activity and learning interest, indicating a statistically significant difference between the experimental and control classes. The experimental class showed higher mean scores for both learning activity and learning interest than the control class. These findings suggest that the Quiz Team learning model can support greater student participation and interest in Islamic Education learning through teamwork, positive competition, and active classroom interaction.
Quality Management of Islamic Education in the Development of Madrasahs and Islamic Boarding Schools Alirman Alirman; Yursilis Yursilis; Wardatul Aini
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 2 (2026): August
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i2.740

Abstract

Improving the quality of Islamic education requires systematic and sustainable management by optimizing various educational resources, including educational personnel, students, curriculum, learning processes, educational facilities and infrastructure, financing, and community relations. This study aims to analyze the concept and implementation of Islamic education quality management in madrasahs and Islamic boarding schools. This study employed a qualitative approach using content analysis to examine relevant sources related to the principles and practices of Islamic education quality management. The data were analyzed through data reduction, data display, and conclusion drawing. The findings indicate that Islamic education quality management in madrasahs and Islamic boarding schools is oriented toward three main aspects: i) continuous quality improvement to meet the needs and expectations of stakeholders through the involvement of all organizational members, ii) enhancement of institutional competitiveness through improvements in products, services, human resources, processes, and the educational environment, and iii) comprehensive quality control involving various organizational components. The implementation of quality management is supported by leadership, customer focus, organizational climate, problem-solving teams, the availability of relevant data, the use of scientific methods and tools, and education and training. These findings indicate that Islamic education quality management requires a continuous, participatory, and stakeholder-oriented approach to support quality improvement in madrasahs and Islamic boarding schools.
Inovasi Inovasi Kurikulum; Pembelajaran Blended Learning dan Pembelajaran Daring Pendidikan Agama Islam Yursilis Yursilis; Alirman Alirman; Wardatul Aini
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 2 (2026): August
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i2.741

Abstract

Learning innovation through the use of digital technology has encouraged the implementation of blended learning and online learning as alternatives for developing more flexible learning processes. This study aims to analyze the implementation of blended learning and online learning in the learning process. The study employed a qualitative method with a content analysis approach. All data were analyzed using content analysis through the stages of data reduction, data presentation, and conclusion drawing. The findings indicate that: (1) blended learning is implemented through the integration of face-to-face learning, online learning, and independent learning; (2) the implementation of blended learning takes place through three main stages, namely seeking of information, acquisition of information, and synthesizing of knowledge; (3) online learning is used to support the delivery of learning materials, discussions, assignments, communication, and assessment; and (4) the integration of face-to-face and online learning provides flexibility in accessing learning resources and supports the development of students' independence, communication, collaboration, and critical thinking skills. These findings indicate that blended learning and online learning can serve as components of learning innovation that integrate direct interaction, digital technology, and independent learning activities within a structured learning process.
Integrating Minangkabau Cultural Values into Curriculum Innovation: A Systematic Literature Review Putri Adona; Supratman Zakir; Zulfani Sesmiarni
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 2 (2026): August
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i2.742

Abstract

The development of globalization and the rapid expansion of digitalization have triggered a crisis of local cultural identity among the younger generation, including the increasingly marginalized sociocultural values of the Minangkabau people in students’ daily lives. This study aims to explore the extent to which the integration of Minangkabau local wisdom into formal education curricula has been discussed in previous research. The method employed was a Systematic Literature Review combined with bibliometric analysis of ten internationally and nationally reputable scholarly articles published between 2022 and 2026. The analysis shows that curriculum innovation based on Minangkabau cultural values, particularly the philosophy of Adat Basandi Syarak, Syarak Basandi Kitabullah, can be highly effective in revitalizing cultural values as a foundation for character development through ethnopedagogical approaches and the digitalization of learning media. The implications of this study highlight the importance of strategic synergy among schools, higher education institutions, and customary stakeholders in designing curricula that remain relevant to contemporary developments. Such harmonious sociocultural integration has been shown to foster students’ positive character comprehensively, inclusively, and sustainably within a modern educational ecosystem undergoing continuous global change.
Between Loss and Gain: A Strategic Analysis of English Idiom Translation into Indonesian among Islamic EFL Students Ledya Fitriyana; Veni Roza; Widya Syafitri
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 2 (2026): August
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i2.743

Abstract

Translating idioms is a high-level cognitive task that requires metaphorical competence not only linguistic proficiency. For pre-service English teachers, the ability to negotiate meaning in figurative language is crucial for natural fluency. This study aims to analyse the translation strategies used by EFL students when dealing with English idioms and to evaluate the resulting phenomenon of “loss and gain” in their translation. Using a descriptive qualitative design and content analysis, this study examined 140 translation data points from 20 fourth-semester English Education students. The primary instrument was a researcher-generated narrative text titled “A Tough Day,” containing seven distinct idioms. Data were analysed using Mona Baker’s framework.  The results reveal that translation by paraphrase is the most dominant strategy (81.4%), providing a “gain” in communicative clarity but a “loss” in metaphorical stylistics. While some students achieved maximum gain by using equivalent local idioms (e.g., swallow a bitter pill), 15% of the data showed “total” loss due to literal translation (e.g., in the following weather conditions). This literalism confirms a significant semantic gap between the source and the target languages. While students demonstrate strong semantic mapping abilities, they remain weak in stylistic preservation. These findings suggest that translation pedagogy should place greater emphasis on compensation strategies to enhance the metaphorical competence of future educators.
The Transformation of Teachers’ Personal Competencies in Improving the Quality of Islamic Education Dewi Ratna Bian; Nurasma Ila Ismail; Nurfitri Salamah; Agus Agus; Mubin Noho
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 2 (2026): August
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i2.750

Abstract

Teachers’ personal competencies are the cornerstone of high-quality Islamic education. This article aims to analyze the transformation of teachers’ personal competencies in improving the quality of Islamic education, particularly in the dimensions of spiritual competence, exemplary moral character, and professional integrity. This study employs a qualitative method using a content analysis approach. Data were obtained through a systematic literature review of primary sources, including articles from reputable journals and reference books published within the last five years (2020–2025). The search was conducted using scientific databases such as Scopus, Google Scholar, ERIC, and DOAJ with relevant keywords. Of the 47 initial sources, 28 met the inclusion criteria for further analysis. The results indicate that the transformation of teachers’ personal competencies encompassing the spiritual (ruhiyyah), intellectual (aqliyyah), and physical (jismiyyah) dimensions significantly contributes to the quality of Islamic education. Empirical findings from various studies confirm that teachers with high personality competencies are able to enhance students’ learning motivation, academic achievement, and the development of their religious character. In addition, the transformation of teachers’ personalities also strengthens public trust in Islamic educational institutions and enhances the quality of pedagogical interactions, making them more humanistic and student-centered. The implications of this study emphasize the importance of developing teacher training programs based on Islamic values, mentoring and coaching, creating a conducive madrasah culture, and utilizing technology to support the holistic development of teachers’ personalities.
Analysis of Arabic Textbook Instruction from the Perspective of Bloom’s Taxonomy: Implementation of the Merdeka Curriculum in Madrasah Aliyah Moh Iqbal Dwi Hidayatullah; Hanik Mahliatussikah; Sawabila Irfanah; Mahbub Humaidi Aziz; Nab'han Hadyan Adnan
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 2 (2026): August
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i2.751

Abstract

The Merdeka Curriculum emphasizes the development of higher-order thinking skills (HOTS) as part of the 21st-century competencies that students must possess. Therefore, assessment instruments in textbooks need to be designed to measure not only recall and comprehension but also the ability to analyze, evaluate, and create. The purpose of this study is to identify the distribution of cognitive levels in the first- and second-semester practice questions and to analyze the contribution of the Arabic textbook based on Bloom’s taxonomy of cognitive levels. This study employs a qualitative approach using content analysis. The research subject consists of all practice test items for both semesters in the Arabic textbook for 10th-grade Madrasah Aliyah under the Merdeka Curriculum, published by PT Optima Intermedia. Data were collected through a documentary study and analyzed based on the six cognitive levels of the Revised Bloom’s Taxonomy: C1 (remembering), C2 (understanding), C3 (applying), C4 (analyzing), C5 (evaluating), and C6 (creating). The results showed that all cognitive levels were present in the analyzed questions. The distribution of questions consisted of 27.14% in the LOTS category, 15.71% in the MOTS category, and 57.14% in the HOTS category. In the HOTS category, level C4 accounted for 15.71%, C5 for 31.43%, and C6 for 10.00%, with category C5 being the most dominant level. The results of the study show that all cognitive levels were found in the analyzed questions. The distribution of questions consisted of 27.14% LOTS, 15.71% MOTS, and 57.14% HOTS. Within the HOTS category, level C4 accounted for 15.71%, C5 for 31.43%, and C6 for 10.00%, with category C5 being the most dominant level. These findings indicate that the midterm practice questions are oriented toward the development of higher-order thinking skills and support the implementation of the Merdeka Curriculum, particularly in strengthening critical reasoning skills. However, the proportion of questions at the C6 level remains relatively low; therefore, the development of questions that better accommodate creative thinking is necessary to achieve a more balanced distribution of cognitive levels and to optimally support the development of students’ competencies.
Implementation of Nonformal Islamic Education in Madrasah Diniyah Takmiliyah Awaliyah Muhammad Idris; Dewi Nirmala Sari; Dewi Sintiawati; Eka Fitriani; Enjel Inola Putri
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 2 (2026): August
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i2.761

Abstract

Madrasah Diniyah Takmiliyah Awaliyah is a nonformal Islamic educational institution that contributes to strengthening religious knowledge and character development among elementary school-aged children. However, the implementation of education in such institutions continues to face challenges related to program management, learning processes, and students’ limited learning time. This study aims to explore the implementation system of Islamic education, the learning process, and the challenges encountered in its implementation. The study employed a qualitative method with a case study approach. Data were collected through participant observation, in-depth interviews with administrators and teachers, and document analysis. Data were analyzed through data reduction, data display, and conclusion drawing, while data trustworthiness was established through source and technique triangulation. The findings indicate that Islamic education is implemented through a structured process involving planning, implementation, and learning evaluation. The learning process integrates religious instruction with Quranic reading, murojaah, memorization, and evaluation to strengthen students’ religious knowledge and religious habits. The main challenge is limited learning time due to students’ numerous activities outside the institution. Cooperation between teachers and parents serves as the primary strategy for maintaining learning continuity at home. These findings demonstrate that nonformal Islamic education not only complements religious education provided in formal schools but also contributes to strengthening students’ religious knowledge and religious character.

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