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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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Islamic Educational Values in the Relationship between Adat and Sharia: Syekh Sulaiman ar-Rasuli’s Educational Thought Soibatul Aslamiah Nasution; Nunu Burhanuddin; Hayati Hayati; Sar’an Sar’an; Amul Husni Fadlan
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.v5i2.763

Abstract

This study aims to analyze the Islamic educational values embedded in Syekh Sulaiman ar-Rasuli’s concept of the relationship between adat and sharia and to examine their relevance to contemporary Islamic education. This study employed a qualitative research design with a content analysis approach. Data were derived from ar-Rasuli’s works and relevant scholarly literature on Islamic education, Minangkabau adat, and his intellectual legacy. The data were analyzed through coding, categorization, contextual interpretation, and conceptual synthesis. The findings indicate that ar-Rasuli’s thought encompasses educational values related to tawhid, morality, trustworthiness, justice, deliberation, leadership, family responsibility, social solidarity, independence, simplicity, and critical cultural preservation. Sharia functions as the normative foundation of education, while adat serves as a social and pedagogical medium for internalizing Islamic values through family, surau, madrasas, and community life. Based on these findings, the study formulates a contextual Islamic education model comprising theological foundations, personal character formation, social development, and cultural transmission. The model highlights the relevance of ar-Rasuli’s thought to character education, religious moderation, social ethics, and culturally grounded Islamic education.
Reconceiving Learning in Madrasah Ibtidaiyah under the Merdeka Curriculum Dina Istiqomah; Wangiman Wangiman; Sonita Yulianti; Yelita Azizah
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.v5i2.764

Abstract

Madrasah Ibtidaiyah plays an important role in establishing the cognitive, affective, psychomotor, and digital foundations of students within an Islamic educational context. This study aims to analyze the characteristics of learning and relevant instructional strategies in Madrasah Ibtidaiyah within the implementation of the Merdeka Curriculum. The study employed a qualitative research design using content analysis of academic literature and educational policy documents published between 2019 and 2025. The data were analyzed through data familiarization, coding, categorization, and thematic interpretation to identify recurring patterns related to learning focus, instructional strategies, assessment, and teacher roles. The findings indicate that learning in Madrasah Ibtidaiyah should integrate four interrelated domains: cognitive, affective, psychomotor, and digital development. The analysis further identifies three complementary strategies: Islamic project-based learning, differentiated instruction, and continuous formative assessment. These strategies support contextual and student-centered learning while providing opportunities to integrate Islamic values across subject areas. The findings also indicate that teachers need to function not only as learning facilitators but also as murabbi who guide students’ moral and spiritual development through habituation, exemplary behavior, and classroom interaction. The study concludes that implementing the Merdeka Curriculum in Madrasah Ibtidaiyah requires an integrated learning ecosystem that connects academic development, Islamic values, student diversity, continuous assessment, and teacher professional capacity.
Recontextualizing Birr Al-Walidayn: Parents’ Ethical Responsibility in the Face of Children’s Character Crises in the Digital Age Sania Arisa Sinaga; Alwi Fazri Tanjung; Mardian Idris Harahap; Rahayu Fuji Astuti
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.v5i2.771

Abstract

The rapid advancement of digital technology has had a significant impact on children’s behavior and character development. This phenomenon is marked by a decline in social awareness, increased dependence on digital devices, and a reduction in the quality of social interactions in daily life. These conditions present new challenges for parents in fulfilling their responsibilities regarding their children’s education and character development. This study aims to reexamine the concept of birr al-walidayn as an ethical foundation for understanding parental responsibilities in addressing the crisis of children’s character in the digital age. This study employs a qualitative approach using content analysis, based on a review of primary sources namely the Quran and hadith and supported by relevant scholarly literature on parenting and character education. The results indicate that birr al-walidayn is not only understood as a child’s obligation toward parents but also encompasses parents’ ethical responsibility to educate, guide, and shape their children’s character. This study offers a conceptual contribution by providing a broader interpretation of birr al-walidayn, emphasizing the importance of integrating Islamic values and digital literacy into contemporary parenting practices. Therefore, parents play a crucial role in raising children who are responsible, possess moral integrity, and are able to navigate technological advancements wisely. A reinterpretation of birr al-walidayn can serve as a relevant ethical framework for strengthening children’s character education in the digital age.
Pedagogical Translation in EFL Classrooms: Bridging L1 and L2 in an Islamic Junior High School Devi Triana; 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.v5i2.772

Abstract

Monolingual approaches to English language teaching have been increasingly debated in foreign language contexts, particularly where learners have limited opportunities to use English outside the classroom. This qualitative study examines the use of pedagogical translation from students’ first language (L1), Indonesian, to English in English as a foreign language (EFL) classrooms. Data were collected through classroom observations, semi-structured interviews with two English teachers, and analysis of instructional artifacts involving Grade 7 and Grade 8 students. The findings reveal that pedagogical translation was used selectively as a supplementary instructional strategy rather than as the primary teaching technique. In Grade 7, translation was primarily used for vocabulary scaffolding, affective support, and classroom management, whereas in Grade 8, it was mainly employed to clarify grammatical differences through cross-linguistic comparison and to verify students’ comprehension. Both teachers viewed translation as a legitimate and strategic pedagogical resource while recognizing the need to maintain a balance between L1 support and increasing English language input. The findings suggest that pedagogical translation can function as temporary scaffolding that facilitates comprehension and participation while gradually encouraging greater use of English.
Communication Ethics and Students’ Argumentative Skills in Islamic Higher Education Muhammad Amirruddin Febriansyah; Nur Nihayati; Herlina Umi Fadila; Muhammad Ghofur Triwijaya; Mahya Naila Taqiya
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.v5i2.780

Abstract

This study examines the role of communication in developing students’ argumentative skills in educational settings and public discussions. It aims to analyze the concept and role of communication, communication ethics in expressing opinions, and strategies for improving students’ communication and argumentative skills. This study employed a qualitative approach using content analysis. Data were obtained from relevant books, academic journal articles, and previous studies addressing communication, argumentation, communication ethics, and students’ argumentative skills. The data were analyzed through a process of identifying, categorizing, and interpreting recurring themes related to communication and argumentation. The findings reveal three main themes: i) the role of communication in developing argumentative skills, ii) communication ethics in expressing opinions, and iii) strategies for developing communication and argumentative skills. Communication was found to support logical and critical thinking, active listening, information literacy, confidence, and the ability to construct systematic arguments. Communication ethics were reflected in the use of respectful language, appreciation of different viewpoints, active listening, and responsible use of digital media. Meanwhile, the development of argumentative skills can be supported through public speaking practice, critical and logical thinking, literacy activities, discussions and debates, digital media use, self-evaluation, and a supportive academic environment. Overall, the findings indicate that effective argumentation requires an integration of communication skills, critical thinking, information literacy, ethical communication, and continuous practice.
Implementing Authentic Assessment in Islamic Education to Foster Students' Social Character under the Merdeka Curriculum Widodo Widodo; Firdaus Firdaus; Ahmad Sholeh; Cindy Rawidiah
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.v5i2.781

Abstract

This study aims to analyze the implementation of authentic assessment in Islamic Education to foster students' social character within the framework of the Merdeka Curriculum. The study is motivated by the continued dominance of assessment practices that emphasize cognitive aspects, resulting in limited comprehensive assessment of students' social character development. A qualitative approach with a case study design was employed. The research was conducted at a junior high school that had implemented the Merdeka Curriculum. Informants included Islamic Education teachers, the principal, the vice-principal for curriculum affairs, and students, selected through purposive and snowball sampling. Data were collected through semi-structured interviews, participant observation, and document analysis, and analyzed using the interactive model developed by Miles, Huberman, and Saldaña, which involves data condensation, data display, and conclusion drawing. The findings indicate that authentic assessment is implemented through planning that integrates social character dimensions. Assessment methods include project-based activities, attitude observation, portfolios, and self-reflection, which support the internalization of socio-religious values such as cooperation, responsibility, prudence, and social concern. However, implementation faces challenges related to time constraints, administrative complexity, teachers' assessment literacy, and differences in students' characteristics. The study demonstrates that authentic assessment in Islamic Education functions not only as an evaluation instrument but also as a pedagogical strategy for fostering students' social character. These findings highlight the need to strengthen teacher competence, simplify assessment procedures, and develop school policies that support the sustainable implementation of authentic assessment.
The Dilemma of Traditional Lexicography in the Digital Era: Madrasah Teachers’ Perspectives on Pedagogical Translation Challenges Sisri Rahmayuni; Widya Syafitri; Veni Roza
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.v5i2.784

Abstract

This descriptive phenomenological study aims to document in depth the pedagogical realities of English teachers in madrasahs and Islamic boarding schools (pesantren) in West Sumatra who teach under structural constraints, namely the smartphone ban under Ministerial Regulation (Permendikbud) No. 21/2015 and limited digital access, and to formulate pedagogical mediation strategies applicable within this context. This study employs a qualitative method with a descriptive phenomenological design. Data sources comprised ten active English teachers in Madrasah Tsanawiyah (MTs) and Madrasah Aliyah (MA) in West Sumatra, selected through purposive sampling. Data were collected through semi-structured in-depth interviews and analyzed through three stages: data reduction, data display, and conclusion drawing, with source triangulation and member checking employed to ensure trustworthiness. The findings reveal three main results. First, reliance on printed dictionaries is not solely caused by the smartphone ban policy, but is further compounded by the poor quality of printed dictionaries (including widespread piracy) and the lack of teacher training in lexicographic literacy. Second, metalinguistic confusion arising from infinitive notation (to + verb) is consistent and cross-level, yet its impact on translation ability varies according to Gu's (2003) tetrahedral model, which positions person, task, and context as moderating variables. Third, the most promising mediation strategy combines explicit instruction on dictionary conventions through layered scaffolding, Arabic-English translanguaging drawing on Arabic morphology (masdar, fi'il madhi, isim-fi'il-harf), and Islamic value-based contextualization, jointly embodying the principles of ta'alim and tafaqquh fi al-din. This study implies the need for developing teacher training modules on lexicographic literacy tailored to the madrasah context, providing quality printed dictionaries in madrasah libraries, and conducting further research combining interviews, classroom observation, and student vocabulary assessment to systematically test the effectiveness of Arabic-English translanguaging interventions.
Equivalence Theory in Translation Pedagogy: A Conceptual Synthesis from an Islamic Educational Perspective Ade Suhendra; 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.v5i2.787

Abstract

This study examines the conceptual integration of Equivalence Theory into language education from an Islamic educational perspective. The study addresses the limited conceptual articulation of how translation equivalence can be connected with Islamic educational values and pedagogical objectives. A qualitative document analysis combined with conceptual synthesis was employed to examine 15 peer-reviewed, open-access studies published between 2016 and 2026, complemented by seminal theoretical works on translation equivalence and Islamic educational thought. The analysis focused on four dimensions of equivalence lexical and grammatical, textual, and pragmatic and examined their pedagogical implications and conceptual alignment with amanah, itqan, ta'dib, and li-ta'arafu. The findings indicate that the progression across equivalence levels provides a conceptual basis for developing learners’ linguistic awareness, textual competence, pragmatic sensitivity, and intercultural understanding. The synthesis further suggests that translation can be positioned within an Islamic educational framework in which accuracy and responsible meaning transfer are associated with amanah, quality and carefulness with itqan, moral and intellectual discipline with ta'dib, and intercultural mediation with li-ta'arafu. The study proposes a conceptual pedagogical framework that connects translation competence with linguistic, intercultural, and ethical dimensions of learning. As a conceptual framework, its pedagogical applicability requires further empirical validation through classroom-based research.
Translating Islamic Concepts and Local Wisdom in EFL Education: A Systematic Literature Review Wiwit Engrina Nora; 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.v5i2.788

Abstract

Translation plays a central role in English as a Foreign Language (EFL) education, particularly in Muslim-majority contexts where learners navigate linguistic and cultural differences between Islamic conceptual frameworks and English. This systematic literature review synthesizes research on the challenges, strategies, and cross-cultural approaches involved in translating Islamic concepts and local wisdom into English in EFL education. Following the PRISMA 2020 guidelines, a systematic search was conducted across five databases Google Scholar, ERIC, DOAJ, Scopus, and Garuda/Sinta for studies published between 2014 and 2025. Of 915 records identified, 14 peer-reviewed articles met the inclusion criteria and were thematically synthesized. Four themes emerged: (1) challenges in translating Islamic concepts, particularly conceptual non-equivalence and epistemological asymmetry; (2) challenges in translating local wisdom, including cultural loss and semantic displacement; (3) translation strategies, including transference, descriptive equivalence, dynamic equivalence, and hybrid approaches; and (4) cross-cultural pedagogical approaches integrating Islamic values such as al-bayan, tabayyun, and amanah. Based on these findings, the review proposes cross-cultural witnessing as a conceptual contribution that frames translation as responsible and critically aware cultural representation. The findings have implications for EFL curriculum design, teacher education, and instructional materials in Islamic educational contexts.
Beyond Literal Meaning: Translation Techniques and Functional Equivalence in the English Translation of Surah Al-Fatihah in the Mushaf Al Jamil Adriansyah Adriansyah; Widia Syafitri; Veni Roza
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.v5i2.789

Abstract

Quranic translation is a complex cross-linguistic and cross-cultural activity that must preserve theological content while retaining the rhetorical beauty of the source text. Surah Al-Fatihah, as the opening chapter recited repeatedly in prayer, poses particular challenges due to its dense meaning within a concise verse structure. This study aims to describe the translation techniques employed in the English translation of Surah Al-Fatihah in Mushaf Al Jamil, published by Cipta Bagus Segara, and to evaluate the extent of its functional equivalence to the Arabic source text. The study employed a descriptive qualitative approach using content analysis and contrastive analysis, drawing on Molina and Albir's (2002) translation technique typology and Nida's (1964) dynamic-functional equivalence together with Newmark's (1988) notion of functional equivalent. Data comprising the seven verses of the source and target texts were analyzed at the lexical, grammatical, and pragmatic-theological levels, then triangulated against two authoritative translations (Saheeh International and Abdel Haleem). The findings show that established equivalence (31.1%) and literal translation (24.4%) were the most dominant techniques, followed by transposition (15.6%), modulation (11.1%), amplification (8.9%), borrowing (4.4%), and reduction (4.4%). Overall, the translation in Mushaf Al Jamil achieves adequate functional equivalence: the referential and pragmatic-theological meanings of the source text are preserved despite grammatical shifts, supported by the paratextual apparatus of word-for-word translation, concise exegesis, and asbabun nuzul accompanying the mushaf. These findings reinforce the view that equivalence in sacred text translation is not necessarily formal but depends on the acceptability of the message to the target reader.

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