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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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Development and Evaluation of Canva-Based Interactive Learning Media for Enhancing Students’ Motivation in Islamic Religious Education Nindi Chania; Siska Yulia Rahmi
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.v5i2.820

Abstract

This study aims to develop Canva-based interactive learning media on the topic “Believing in the Prophets and Messengers of Allah: Becoming a Digital Generation with Character” and to analyze its validity, practicality, and its impact on enhancing the learning motivation of junior high school students in Indonesia. The study employed a Research and Development approach using the ADDIE model, which encompasses analysis, design, development, implementation, and evaluation. The pilot test involved eighth-grade students at Junior High School 1 Ampek Angkek; a total of 31 students completed the full pretest-posttest series. The product’s feasibility was assessed by experts in media, content, and language, while its practicality was evaluated based on student and teacher feedback. The motivation instrument used consisted of 24 valid items with a Cronbach’s Alpha of 0.700. The results showed validity scores of 89.09% for the media, 95.00% for the content, and 97.50% for the language, all falling into the “highly valid” category. Practicality reached 89.98% based on student responses and 90.00% based on teacher responses. The average motivation score increased from 69.48 on the pretest to 81.87 on the posttest, with an N-Gain of 0.39, categorized as moderate. The gain distribution shows that 70.97% of students fall into the moderate category, 25.81% into the low category, and 3.23% into the high category. The findings confirm that the product’s strength lies not only in its visual appeal but also in the integration of navigation, concise content, videos, quizzes, games, and feedback that support learning engagement. However, the single-group design without a control group limits claims of causality. This medium is suitable for use as an alternative for Islamic Religious Education, though further testing is needed through experimental designs and more longitudinal measurements of motivation.
Artificial Intelligence Chatbots for Enhancing Higher Order Thinking Skills in Islamic Education Silvie Afifatuz Zulfah; Nur Fitriyanti
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.v5i2.821

Abstract

The development of Artificial Intelligence (AI) has created opportunities for developing more adaptive, interactive, and student-centered learning. However, empirical evidence on the use of AI-powered educational chatbots to support Higher Order Thinking Skills (HOTS) in Islamic Education at the junior high school level remains limited. This study aimed to analyze the differences in students’ HOTS between learning supported by an AI-powered educational chatbot and conventional learning. The study employed a quantitative approach using a quasi-experimental method and a pretest-posttest control group design. The sample consisted of 64 eighth-grade students selected using cluster random sampling, with 32 students in the experimental group and 32 students in the control group. Data were collected through HOTS tests, observation sheets, student response questionnaires, and documentation. Data analysis included descriptive statistics, normality and homogeneity tests, an Independent Samples t-test, Normalized Gain (N-Gain), and effect size analysis using IBM SPSS Statistics. The results showed that the experimental group achieved a significantly higher HOTS posttest score (M = 85.47) than the control group (M = 74.16; p < .001). The increase in HOTS was also higher in the experimental group, as indicated by an N-Gain score of 0.64 compared with 0.35 in the control group, with a Cohen’s d effect size of 1.96. These findings indicate that the use of an AI-powered educational chatbot was associated with improved HOTS, particularly in analysis, evaluation, and creation. The use of chatbots to support interaction, provide feedback, and facilitate the exploration of contextual problems has potential as an innovative learning medium for Islamic Education.
Lecturers' Perceptions of the Use of ChatGPT in Teaching at Islamic Universities in Indonesia M. Rizky; Hayati Hayati; Darmiah Darmiah; Imran Imran; Barmawi Barmawi
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.v5i2.822

Abstract

Advances in generative artificial intelligence are driving the use of ChatGPT in higher education. This study aims to describe faculty members’ perceptions of the use of ChatGPT in teaching at an Islamic university in Indonesia. The study employed a descriptive qualitative approach, with six faculty members selected through purposive sampling as informants. Data were collected through semi-structured interviews, analyzed using the Miles, Huberman, and Saldana model, and validated through source triangulation. The results indicate that faculty members hold positive perceptions of ChatGPT because it helps them access information, develop instructional tools, create teaching materials, and support self-directed learning. However, ChatGPT is not viewed as a substitute for faculty members; therefore, the information it generates must be verified using credible scientific sources. This study also identified challenges such as user dependency, the risk of plagiarism, limitations in information accuracy, low digital literacy, and the lack of guidelines for the use of artificial intelligence in higher education institutions. Therefore, ChatGPT must be utilized critically, ethically, and responsibly through institutional policy support and the enhancement of digital competencies to maintain the quality of learning and academic integrity.
Application of the Demonstration Method to Improve Students’ Psychomotor Skills in Fiqh Learning Farhan Syafrizal; Masbur Masbur; Sri Mawaddah
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.v5i2.824

Abstract

Fiqh learning at the Madrasah Ibtidaiyah level still faces challenges in developing students’ practical skills, particularly in performing the appropriate actions as congregants when the imam makes a mistake during Friday prayer. This condition indicates the need for learning that provides continuous opportunities for practical experience through concrete and structured methods. This study aims to improve students’ psychomotor skills in Friday prayer practice through the implementation of a video-assisted demonstration method. The study employed a Classroom Action Research approach based on the Kemmis and McTaggart model, conducted in two cycles consisting of planning, action implementation, observation, and reflection. The research subjects were six fourth-grade male students. Data were collected through observation and practical assessment using a psychomotor skills assessment rubric. The results showed an improvement in students’ psychomotor skills from Cycle I to Cycle II, as indicated by an increase in the average score from 56.18%, categorized as not yet mastered, to 82.15%, categorized as mastered. Teacher activity also improved from the adequate category, with an achievement of 59.26% in Cycle I, to the very good category, with an achievement of 92.59% in Cycle II. These findings indicate that the implementation of a video-assisted demonstration method can support the improvement of students’ psychomotor skills in Fiqh learning, particularly in Friday prayer practice.
Using Artificial Intelligence in Islamic Religious Education at Madrasah Aliyah in Indonesia Adinda Choirotullaili; Ainul Yaqin; Hajar Nurma Wachidah
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.v5i2.825

Abstract

Artificial Intelligence is increasingly being used in Islamic Religious Education, but its use also raises issues related to academic integrity, critical thinking skills, and the validity of religious sources. This study aims to examine the management of Artificial Intelligence use in Islamic Religious Education at madrasah aliyah and the resulting impacts. This study employs a qualitative approach using a case study design at Madrasah Aliyah 1 Mojokerto. Data were collected through interviews, observations, and documentation involving one Vice Principal, five Islamic Religious Education teachers, one Arabic language teacher, and five students. Data were analyzed through the stages of data condensation, data presentation, and the drawing and verification of conclusions. Data validity was examined through source triangulation, methodological triangulation, and negative case analysis. The results indicate that the management of artificial intelligence encompasses planning, implementation, and supervision. This management developed in a bottom-up manner, as teachers’ initiatives to use artificial intelligence emerged before formal regulations were established by the madrasah. In education, Artificial Intelligence is utilized as a source of information, a medium for analytical discussion, and a tool to support task completion and foster creativity. The use of Artificial Intelligence has positive impacts, such as easier access to information, increased independence in learning, and greater work efficiency. However, its use also leads to dependency, risks to academic integrity, and doubts regarding the validity of religious tenets. Research findings indicate that the impact of using Artificial Intelligence in Islamic Religious Education depends not only on the technology itself but also on the teacher’s consistency in managing and guiding its use. Many studies focus solely on the utilization and effectiveness of Artificial Intelligence.
Evaluating Habit Formation in Developing Students’ Independent Character Using the CIPP Model Muhammad Abdurrozaqul Mubarok; Matori Matori; Zaenal Abidin
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.v5i2.826

Abstract

The effectiveness of the habit formation method in developing students’ independent character needs to be comprehensively evaluated, particularly in relation to program needs, resource readiness, implementation processes, and outcomes. This study aims to evaluate the implementation of the habit formation method in developing students’ independent character using the Context, Input, Process, Product (CIPP) evaluation model. The study employed a qualitative approach with an evaluative research design. Data were collected through observation, in-depth interviews, and documentation involving pesantren caregivers, ustaz, administrators, and students as informants. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña through data condensation, data display, and conclusion drawing and verification. The findings show that, in the context component, the habit formation method was directed toward developing students’ ability to regulate themselves, demonstrate discipline and responsibility, and become independent. In the input component, program implementation was supported by the role modeling of caregivers and ustaz, institutional regulations, a religious environment, and a guidance system, although differences in students’ backgrounds and adaptive abilities presented challenges. In the process component, character development was carried out through daily routines, supervision, role modeling, and continuous guidance. In the product component, students demonstrated improved abilities to manage personal needs, time, tasks, and responsibilities, as well as a shift from compliance with instructions toward personal awareness and initiative. These findings indicate that the development of independent character through habit formation occurs through the interaction of program objectives, environmental readiness, repeated practices, supervision, and students’ direct experiences in fulfilling responsibilities.
Instilling a Value of Responsibility in Early Childhood Through Habit Formation in Early Childhood Education Institutions Eka Ramayani; Pepi Sumarti; Fitri Handayani; Nurasiah Ahmad; Hilma Nafsiyati
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.v5i2.828

Abstract

Instilling a sense of responsibility in young children is a fundamental part of character education that cannot be postponed. This study stems from concerns about the declining sense of personal responsibility among children aged 5–6 years, particularly regarding neatness and cleanliness after eating. Early childhood education institutions in West Sumatra have implemented a “tidy up on your own” habit-forming approach derived from the values of the Prophet Muhammad’s hadith on dining etiquette as a strategy for instilling responsibility. This study aims to describe the implementation of this habit-forming approach, analyze the forms of responsibility exhibited by the children, and identify the factors that support and hinder its implementation. A descriptive qualitative approach was used, with data collection techniques including participatory observation, in-depth interviews, and documentation. The research subjects consisted of the school principal, four teachers, and twelve students in Group B. Data analysis was conducted using the data reduction, data presentation, and conclusion-drawing model proposed by Miles, Huberman, and Saldaña. The research findings show that consistently and systematically instilling the habit of “tidying up after oneself” has proven effective in fostering a sense of responsibility in children, as evidenced by behaviors such as cleaning up food scraps, returning tableware to its proper place, and keeping the table clean. Hadiths on table manners provide a spiritual foundation that strengthens children’s internal motivation. Supporting factors include active teacher involvement, a conducive environment, and adult role modeling, while the main obstacle is inconsistency in the practice at home.
Islamic Religious Education in Public Schools: A Five-Dimensional Analysis of Challenges in Educational Transformation Erli Yana; Linggaria Lova; Chairul Anwar; Syaiful Anwar; Muhammad Idris
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.v5i2.831

Abstract

This study aims to analyze the problems of Islamic Religious Education in public schools within the context of national educational transformation. The study employed a qualitative research approach using a literature review method. Data were obtained from relevant scholarly literature, including academic books, journal articles, and educational policy documents. The literature was analyzed using content analysis through comprehensive reading, initial coding, categorization, cross-source comparison, and conceptual synthesis. The findings indicate that the problems of Islamic Religious Education are complex, systemic, and interconnected across five dimensions: curriculum, pedagogy, teacher competence, learning assessment, and the social environment. The analysis shows that curriculum content remains insufficiently contextualized, learning practices tend to be teacher-centered, teacher competence in digital and innovative pedagogy remains uneven, and assessment continues to emphasize cognitive outcomes. At the same time, social and technological changes create additional challenges for strengthening students’ religious awareness and character. These conditions reveal a gap between the holistic objectives of Islamic Religious Education and its implementation in public schools. The study concludes that improving Islamic Religious Education requires an integrated, contextual, and adaptive framework that connects curriculum development, transformative pedagogy, continuous teacher professional development, authentic assessment, and supportive social environments. The study contributes a multidimensional conceptual perspective for understanding the interconnected nature of these challenges.
Concept Character Education from the Perspective of Islamic Religious Education: The Thoughts of Classical and Modern Scholars Yan Fahmi Zuher; Suci Rahma Yuni; 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.v5i2.833

Abstract

This study aims to examine the concept of character education from the perspective of Islamic Religious Education through the thoughts of classical and modern scholars. This study is motivated by the importance of strengthening national character as stated in the 2005–2025 National Medium-Term Development Plan and the phenomenon of moral degradation in the world of education. The method used is qualitative with a content analysis approach. Data were obtained from various literature sources such as books, journals, and relevant documents, then analyzed descriptively and analytically to find patterns of thought and conceptual relationships. The results show that character education is a process of personality formation that is carried out continuously through the integration of spiritual, moral, and social values. Classical scholars such as Al-Ghazali, Ibn Khaldun, and Ibn Sina emphasized the balance of spiritual, intellectual, and moral aspects in forming a perfect human being. Meanwhile, modern scholars such as Hamka, KH Ahmad Dahlan, KH Abdurrahman Wahid, and KH Hasyim Asy’ari emphasized the importance of religious values, humanity, and exemplary behavior in character development. This study concludes that character education from the perspective of Islamic Religious Education requires integration between family, school, and society as well as the integration of Islamic values ​​in the entire educational process in order to form individuals with noble and responsible morals.
Prophetic Leadership and Local Wisdom as a Response to Digital Disruption in Islamic Education Syawaldi Syawaldi; Junaidi Junaidi; Yudi Gucandra
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.v5i2.834

Abstract

This study aims to examine the role of prophetic leadership and local wisdom as a response to digital disruption in Islamic education in Indonesia. Digital disruption, accelerated by the COVID-19 pandemic, has fundamentally changed the way Islamic educational institutions operate, thereby requiring leaders to adopt a more adaptive approach without abandoning the Islamic values that form the core of their identity. This study employs a Systematic Literature Review (SLR) method by analyzing 38 articles from various national and international journals published between 2017 and 2025. The results reveal three main findings: first, prophetic leadership grounded in the values of shiddiq, amanah, tabligh, and fathonah remains relevant as the primary paradigm for Islamic educational leadership in the digital age; second, local wisdom from various regions in Indonesia such as Minangkabau, Aceh, and Java has been shown to strengthen the legitimacy and effectiveness of Islamic educational leadership; third, the integration of prophetic leadership and local wisdom provides a solid foundation for Islamic educational leaders to respond to the challenges of the digital age in an adaptive and principled manner. This article contributes to the development of a model of Islamic educational leadership that is contextual, adaptive, and rooted in Islamic values as well as Indonesia’s local cultures.

Page 25 of 27 | Total Record : 262

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