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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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The Role of Islamic Education Teachers in Strengthening Islamic Education in Muslim Communities Makhdalena Makhdalena; Zulfamanna Zulfamanna; Rizal Safarudin
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.v5i2.836

Abstract

This study aims to describe and analyze the role of Islamic Religious Education teachers in fostering Islamic education within the Minangkabau Muslim community. Islamic Religious Education teachers serve not only as educators in the formal school setting but also as religious leaders and moral mentors within the community. This study employs a qualitative approach using descriptive methods, through observation, interviews, and documentation. The results show that Islamic Religious Education teachers play a strategic role in instilling Islamic values in students and the community. This role is evident in teaching activities, moral guidance, involvement in community religious activities, and serving as role models in social life. Supporting factors that strengthen the role of Islamic Religious Education teachers include: high teacher dedication, support from parents and community leaders, a religious social environment, the availability of facilities for worship and religious education, and the existence of programs from the government and religious institutions such as the Ministry of Religious Affairs, the Indonesian Ulema Council (MUI), Muhammadiyah, and Nahdlatul Ulama. Meanwhile, the obstacles faced include limited facilities, a lack of participation by some members of the community, and the challenges of globalization that affect religious values. This study concludes that Islamic Religious Education teachers play a central role in developing a holistic Islamic education system within the Minangkabau community. Therefore, synergy among teachers, the community, and religious institutions must continue to be strengthened to reinforce Islamic education amid the dynamics of modern society.
Integrating Tahfiz Education into Positive Behaviour Development in Early Childhood Putri Nada; Ardi Satrial; Nurhayati Nurhayati
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.v5i2.837

Abstract

The development of positive behaviour in early childhood, particularly in terms of discipline and good manners, faces challenges in maintaining behavioural consistency across school and family environments. This study aims to analyse students' positive behaviour and the factors influencing its development at Tadika Tahfiz Malaysia. The study employed a qualitative approach using a case study design. Data were collected through observations, interviews, and documentation of students' activities. The data were analysed using the Miles and Huberman model, which comprises data reduction, data display, and conclusion drawing. The findings indicate that students generally demonstrate positive behaviour, particularly in terms of discipline, such as arriving on time, following rules, and participating in activities in an orderly manner, as well as good manners, such as respecting teachers, using polite language, and interacting positively with peers. The development of these behaviours is influenced by teacher role modelling, habituation through routine activities, Tahfiz activities integrated with the internalization of adab values, and support from the school and family environments. Behavioural reinforcement is also provided through rewards and educational forms of punishment. However, differences in students' backgrounds and inconsistent support from some parents remain challenges in maintaining positive behaviour. Overall, the study indicates that integrating Tahfiz activities with habituation and the internalization of religious values supports the development of discipline and good manners among young children.
Strategic Functions of Human Resource Management in Islamic Education Institutions Betty Anggoro Weni; Hafizh Taufiq Fadlur Rahman; Ice Rosina Sari; Eti Hadiati; Junaidah Junaidah
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.v5i2.838

Abstract

Human Resource Management is a strategic function for aligning educators and educational personnel with institutional objectives and contemporary educational demands. This study aims to analyze the fundamental functions of Human Resource Management in educational institutions, including human resource planning and recruitment, continuous professional development, compensation and work motivation, evidence-based performance management and evaluation, and the integration of these functions toward institutional excellence. This study employed a qualitative using a content analysis approach to identify, categorize, and synthesize major themes related to Human Resource Management in education. The analysis focused on relevant literature published between 2019 and 2026. The findings identify five interconnected functions. First, adaptive human resource planning and recruitment require competency mapping and competency-based selection to address pedagogical and technological competency gaps. Second, continuous professional development through training, mentoring, and career development supports educator competence and job satisfaction. Third, compensation systems that integrate financial and non-financial rewards and performance-based remuneration support work motivation, work engagement, and staff retention. Fourth, evidence-based performance management and evaluation through classroom observations, portfolios, digital metrics, and constructive feedback support career development and continuous performance improvement. Fifth, the integration of these functions through strategic planning, competency development, balanced reward systems, and objective evaluation contributes to a collaborative, innovative, and accountable organizational culture. Overall, the findings indicate that Human Resource Management should be reoriented from an administrative function toward an integrated strategic function to strengthen institutional excellence, sustainable educational quality, and institutional transformation.
Analysis of the Implementation of the Jigsaw Cooperative Learning Model in Fiqh Education Nur Hasanah; Agus Pahrudin; Achi Rinaldi; Ali Murtadho
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.v5i2.840

Abstract

This study aims to analyze the implementation of the Jigsaw cooperative learning model in Fiqh education by examining its effectiveness, challenges, and optimization strategies. The study employs a qualitative approach using content analysis of relevant literature on the implementation of the Jigsaw model in Fiqh education across various educational levels. The data were analyzed thematically to identify patterns related to learning outcomes, social and communication skills, student engagement and motivation, as well as implementation challenges and strategies. The findings indicate that the Jigsaw model contributes positively to students’ cognitive learning outcomes, social and communication skills, engagement, and learning motivation. These outcomes are associated with individual responsibility, peer interaction, peer teaching, and positive interdependence during the learning process. However, its implementation faces several challenges, particularly in terms of time management, differences in students’ abilities, content division, and equitable participation within groups. The implementation of Jigsaw can be optimized through the use of digital learning media, systematic content organization, collaborative scaffolding, and assessment that considers both the learning process and outcomes. These findings suggest that the Jigsaw model has potential as an alternative approach to Fiqh education that supports academic achievement while fostering students’ social skills.
Ibn 'Abd al-Barr al-Qurthubi's Islamic Educational Thought and Its Relevance to Contemporary Education Muhdi Alhadar; Sahjad M. Aksan; Fikri Abdurahman
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.v5i2.841

Abstract

This study aims to examine the Islamic educational thought of Ibn 'Abd al-Barr al-Qurthubi and its relevance to contemporary Islamic education. It focuses on four aspects: educational objectives, the role of educators, learner characteristics, and learning methods. The study employed a qualitative approach using content analysis of Ibn 'Abd al-Barr's works, particularly Jami' Bayan al-'Ilm wa Fadlihi, supported by relevant scholarly literature. The findings show that his educational thought emphasizes the integration of spiritual, moral, and intellectual development. Education is directed not only toward knowledge acquisition but also toward moral cultivation and closeness to God. Educators are positioned as role models, while learners are viewed as individuals with innate potential who actively participate in learning. Learning methods are expected to be flexible, contextual, dialogic, and responsive to learners' conditions and abilities. These principles remain relevant to contemporary Islamic education, particularly in strengthening character education and addressing moral challenges among younger generations in the digital era. The study highlights Ibn 'Abd al-Barr's contribution to the development of holistic and value-oriented Islamic education.
Teachers’ Strategies for Teaching the Quran Using the Iqro’ Method at Quranic Educational Institutions Intan Nurma Pitrianis; Rizal Safarudin; Suprizen Suprizen
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.v5i2.842

Abstract

This study aims to describe the strategies used by teachers in teaching the Quran using the Iqro’ method at a Quranic Education Institution in Padang, West Sumatra, as well as to determine the effectiveness of this method’s implementation and the factors that support and hinder the learning process. This study employs a qualitative approach using a case study design. The research subjects were teachers at the Quran Education Institution, while the research object was the teachers’ strategies in teaching the Quran using the Iqro’ method. Data collection techniques included observation, interviews, and documentation, while data analysis involved data reduction, data presentation, and drawing conclusions. The results of the study indicate that teachers’ strategies involve systematic lesson planning, grouping students based on ability, an individualized (private) approach, and the provision of motivation and periodic evaluation. The application of the Iqro’ method proved effective in improving students’ ability to read the Quran, as evidenced by increased reading fluency, accuracy in pronunciation (makhraj), and a basic understanding of tajwid. Supporting factors included teacher competence, parental support, and the availability of learning materials, while inhibiting factors included time constraints, differences in students’ abilities, and low motivation among some students.
Educator Competence in Fostering Students’ Moral Development in Islamic Secondary Schools Popi Astuti; Seprian Ilham; Rizal Safarudin
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.v5i2.844

Abstract

Moral development is an important component of Islamic education, requiring educators to demonstrate competence not only in delivering knowledge but also in shaping students’ attitudes and behavior. This study aims to analyze the implementation of moral development, the role of educators, and educator competence in supporting students’ moral development at the Islamic secondary school level. The study employed a qualitative method with a case study approach. Data were collected through observations, interviews, and document analysis involving Islamic Education teachers, students, and school personnel. The data were analyzed thematically. The findings show that moral development is implemented through classroom learning, role modeling, habituation, and school-based educational programs. Educators serve as instructors, role models, mentors, and guides in shaping students’ behavior. Educator competence contributes to the integration of moral values into the learning process and educational activities. The effectiveness of moral development is supported by instructional media and school programs, while student motivation and limited environmental support constitute inhibiting factors. These findings highlight the importance of integrating educator competence with role modeling, habituation, and environmental support to foster students’ moral development.
Integrating Islamic Values and Sustainability: The Role of Pesantren in Food Security and Climate Resilience Nur Aisyah; Dwi Ardiyanti; Evy Syariefa Hanes; Zahra Faiza Fardin
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.v5i2.860

Abstract

Climate change is increasingly affecting the socioeconomic structures and livelihood systems of communities. While research on food security and sustainability has largely focused on industrial systems, national policies, and modern technologies, the potential of value and faith-based institutions such as pesantren remains underexplored. This study aims to examine the role of pesantren in integrating Islamic values into sustainable and climate-resilient food systems. A qualitative approach was employed using an integrative literature review of relevant publications from 2015 to 2025. Fifteen key sources were selected from academic databases, including Google Scholar, based on their relevance to productive waqf, pesantren, food security, climate change adaptation, and environmental sustainability. The literature was analyzed thematically and synthesized integratively to identify relationships among religious values, institutional practices, food security, and climate adaptation. The findings indicate that pesantren have significant conceptual potential to support community-based food security through values of self-reliance, social responsibility, environmental stewardship, and productive resource management. The integration of pesantren-based practices and productive waqf may provide a value-oriented framework for strengthening local food systems and community resilience to climate-related challenges. The study implies that pesantren can be positioned not only as Islamic educational institutions but also as potential actors in sustainable food security and climate resilience initiatives.
Reconstruction The Concept of Character Education from the Perspective of Tarbawi Hadith: A Thematic Analysis of the Kitab Riyadhus Shalihin Nabil Tito Prasetyo; A. Gani; Muhammad Akmansyah; Amirudin Amirudin; Hikma Apriani
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.v5i2.863

Abstract

This study aims to examine and reconstruct the concept of character education based on prophetic traditions (hadith tarbawi) by using Riyadhus Shalihin as the primary source. The background of this research is rooted in the moral crisis in the digital era, which is characterized by the decline of honesty, responsibility, and empathy among students. This research employs a qualitative approach with a content analysis method. Primary data are derived from hadiths contained in Riyadhus Shalihin, while secondary data are collected from scholarly journals related to character education and hadith tarbawi. The data analysis technique uses thematic analysis by categorizing hadiths based on character values and interpreting them contextually in accordance with modern educational needs. The findings reveal that character education values in Riyadhus Shalihin encompass four main dimensions: religious values (sincerity, patience, trust in God, gratitude), personal values (honesty, discipline, responsibility), social values (empathy, generosity, maintaining social relations), and moral values (humility, controlling anger, speaking kindly). Furthermore, the methods of character education identified include role modeling, habituation, and advice. The reconstruction of character education is carried out through integrating hadith values with digital literacy, strengthening 21st-century skills (4C), promoting digital role models, and internalizing values in educational practices. This study concludes that hadith-based character education is not only normative but also practical and relevant in addressing modern educational challenges, aiming to form insan kamil through the process of self-purification (tazkiyatun nafs).
Transformation of Islamic Education: Integrating Moderation Values and Digital Literacy in Student Character Building Ameliana Nurahmi; Zulvia Rahmi; 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.v5i2.864

Abstract

This study aims to analyze the transformation of contemporary Islamic Religious Education through the integration of religious moderation and digital literacy values in student character formation, as well as to examine its implementation in the learning process in the ever-evolving digital era. This study uses a content analysis approach, namely research that relies on data collection through literature reviews from various relevant sources, including books, scientific journals, articles, and research reports related to religious moderation, digital literacy, and the Islamic Religious Education curriculum. The analysis results show that the integration of religious moderation values and digital literacy has a strategic role in shaping the character of students who are religious, tolerant, critical thinkers, and wise in using digital technology, where the values of moderation such as tasamuh (tolerance), tawazun (balance), i'tidal (justice), and deliberation can be internalized through Islamic Religious Education learning, while digital literacy equips students with the ability to access, sort, evaluate, and utilize information responsibly amidst the very rapid flow of information. The integration of both can be implemented through the use of digital-based learning media, discussions of current issues, collaborative learning, and strengthening Islamic character education in teaching and learning activities. The results of this study can be used as a conceptual reference for educators and curriculum developers in designing Islamic Religious Education learning that is adaptive to current developments, as well as being a basis for developing learning strategies that can produce students with moderate character, noble morals, and good digital skills. Thus, the transformation of contemporary Islamic Religious Education through the integration of the values of religious moderation and digital literacy is a strategic step in shaping the character of students who are not only spiritually strong, but also digitally intelligent, able to filter information, avoid radicalism, and are ready to face the challenges of education in the global era and digital society.

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