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INTIHA : Islamic Education Journal
Published by Sekolah Tinggi Agama Islam Darul Falah
ISSN : -     EISSN : 30313856     DOI : 10.58988
Core Subject : Religion, Humanities, Education,
Religion Humanities Education Languange, Linguistic, Communication & Media Other
INTIHA: Islamic Education Journal is an academic publication that focuses on topics related to Islamic Education at the primary, secondary, tertiary, formal, informal, and non-formal levels managed by the Islamic Education Study Program of STAI Darul Falah West Bandung. Published three times a year (April, August and December). The objectives of publishing INTIHA Journal are as follows: 1) Become a Forum for Socialization and Publication of Research Results; 2) Encouraging a Culture of Literacy; 3) Supporting Study Program Accreditation; 4) Documentation of Science and Innovation; 5) Contribution to the Development of Science and Technology.
Arjuna Subject : Umum - Umum
Articles 5 Documents
 1 
Search results for , issue "Vol. 2 No. 2 (2025): Islamic Education" : 5 Documents clear
THE APPLICATION OF DIFFERENTIATED LEARNING IN AN EFFORT TO OVERCOME LEARNING DIFFICULTIES IN ISLAMIC RELIGIOUS EDUCATION Supyandi, Asep; Ripaldi, Aldi; Diana, Aan; Asshdiqi, Ahmad Fajri
INTIHA: Islamic Education Journal Vol. 2 No. 2 (2025): Islamic Education
Publisher : Prodi Pendidikan Agama Islam STAI Darul Falah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58988/intiha.v2i2.328

Abstract

The application of differentiated learning is one of the efforts made by Islamic Religious Education teachers in improving student learning outcomes caused by learning difficulties in Islamic Religious Education subjects that occur in class 4 SDN Cibadak in the 2022-2023 school year semester 1 material 3.13. This research procedure uses Classroom Action Research (PTK), namely planning, research implementation (Application of differentiated learning), evaluation and reflection. Data were obtained from evaluation and observation sheets, then the data were analyzed using quantitative descriptive analysis. The results of the research on 30 students showed that classical completeness in cycle 1 was 70% or 21 students scored above the KKM of 70 and 9 students below the KKM or 30%. In cycle 2, the data obtained was 90% or 27 students who reached the KKM and only 10% or 3 students who had not reached the KKM. Based on the results of this study, it can be concluded that the application of differentiated learning is strongly believed to be able to overcome student learning difficulties in Islamic Religious Education (PAI) subjects in grade 4 SDN Cibadak.
IMPLEMENTATING EDUCATIONAL CONCEPTS OF ATHIYAH AL ABRASYI AT THE GHIFARI FOUNDATION SLEMAN YOGYAKARTA Arsila, Yusra; Isnaini, Rohmatun Lukluk; Muhammad, Rozhin Wrya
INTIHA: Islamic Education Journal Vol. 2 No. 2 (2025): Islamic Education
Publisher : Prodi Pendidikan Agama Islam STAI Darul Falah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58988/intiha.v2i2.329

Abstract

The type of research used by the authors in this study was qualitative research. This method was used to describe the implementation of educational concepts of Atthiyah Al Abrasyi. The data collection techniques were interviews, observation, and documentation. Means of data reduction, data display, conclusion drawing, and data verification were used by the authors as data analysis. The results of this study were the strategies for strengthening the morals of students at the Ghifari Foundation, namely: (a) carrying out praiseworthy moral habits; (b) holding Dhuha prayers and Dhuhur prayers in the congregation; (c) having fun learning methods; and (d) incorporating religious values into every learning activity. The existence of the educational concepts of Athiyah Al Abrasyi at the Ghifari Foundation is contained in the foundation's vision and mission, which is then implemented into a learning strategy. The Ghifari Foundation implements it in the form of the following strategies: (a) instilling love for the Qur'an in children; (b) setting murottal every morning to greet students when they arrive; (c) memorizing selected hadiths using the movement method; (d) memorizing and applying daily prayers; (e) giving appreciation for each student's progress; (f) training students to be brave; and (g) training students to save.
HISTORY OF GROWTH, FORMATION, AND DEVELOPMENT OF ISLAMIC EDUCATIONAL INSTITUTIONS Latif, Muhammad Sabri; Latif, Abdul; Almahdi
INTIHA: Islamic Education Journal Vol. 2 No. 2 (2025): Islamic Education
Publisher : Prodi Pendidikan Agama Islam STAI Darul Falah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58988/intiha.v2i2.331

Abstract

The history of the growth and development of Islamic educational institutions reflects the long journey of Islamic civilization from the 7th century AD until now. Initially centered on mosques with oral traditions, these institutions later developed into madrasas with structured curricula, such as the Nizamiyah Madrasah in Baghdad. During the golden age of Islam, scientific centers such as Baghdad and Cordoba developed rapidly, supported by Muslim intellectual figures such as Ibn Sina. Globalization and modernization have brought major transformations, although challenges such as curriculum standardization and technology integration remain. The aim of the research is to discuss the implementation of pre-madrasah Islamic education, the transformation of education from mosques to madrasas and to determine the challenges of developing Islamic educational institutions in the modern era. The research method used is library research, by collecting and analyzing books, articles and references related to the history of the growth, formation and development of Islamic education institutions. This research traced the history and development of Islamic educational institutions and provides practical recommendations for facing challenges in the modern era by employing the literature study method.
METHODS OF INTERPRETATION: EPISTEMOLOGICAL VIEWS OF BAYANI, BURHANI, AND IRFANI Irfani, Muhammad; Habibi, Muhammad Ikhwan; Rifqiyansyah, Muhammad
INTIHA: Islamic Education Journal Vol. 2 No. 2 (2025): Islamic Education
Publisher : Prodi Pendidikan Agama Islam STAI Darul Falah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58988/intiha.v2i2.334

Abstract

Bayani, Burhani and Irfani epistemology is a part of philosophy that is integrated with sources of interpretive methods. So it is necessary to explore and examine the relevance of Islamic epistemology in analyzing exegetical methods. This research is qualitative descriptive research using a library research approach based on literary sources, journal articles and books related to research. The purpose of this study is to classify the dimensions of tafsir studies that have been devoted by mufasir in contributing to Islamic thought through the holy book of the Qur'an. Bayani, Irfani and Burhani epistemology is a characteristic of Arabic research that originates directly from the teachings of the Prophet Muhammad, his companions and tabi'in. The integration of the Bayani epistemology with the interpretation method is in the historical aspect of bī al-ma'sūr, namely examining the meaning of the message through the text. Meanwhile, Burhani epistemology in its integration with the method of interpretation from the perspective of bī ar-ra'yi, namely revealing messages conveyed through human reason and rational reasoning. Meanwhile, Irfani epistemology reveals the method of interpretation through the al-Isyārī method, namely understanding the message through the intuition of each person's ability after carrying out the stages that go through to obtain intuition (the science of kasyf).
AHMAD DAHLAN EDUCATIONAL METHODOLOGY IMPLICATIONS FOR INDONESIA’S CONTEMPORARY EDUCATION Rahmasari, Zulfa; Irwanto; Hirza, Ni’matul
INTIHA: Islamic Education Journal Vol. 2 No. 2 (2025): Islamic Education
Publisher : Prodi Pendidikan Agama Islam STAI Darul Falah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58988/intiha.v2i2.337

Abstract

Islamic refreshes in the conflicting eastern worlds such as Egypt, India, Turkey, and Pakistan have had the same impact in Indonesia. This update is due to the resentment and dissatisfaction of the figures with the educational system that has been running. This research aims to learn about Ahmad Dahlan's educational methodology and his thoughts about how education should be carried out which will have implications for contemporary education in Indonesia, including in the LPQ Darul Muta’allimin Semarang. The research is done through a case study. The data obtained is sourced from the interview, participant observation, documentation, and also from textbooks, scientific articles, and journals as supportive data. Data is analyzed through Creswell's technique which preparing, reading, coding, describing, and interpreting data. The research findings showed that Ahmad Dahlan one of the pioneers of Islamic education in Indonesia, combines the educational system of the boarding schoolhat only studies the science of religion, with the system of education that is secular colonial and only studies general science. Ahmad Dahlan's educational methodology is the method of lectures, analogy, discussion or questioning, democratic humanistic methods, and methods of practice. The implications of Ahmad Dahlam's educational methodology in contemporary education in Indonesia are the consolidation of religious education subjects as a compulsory curriculum in schools.LPQ Darul Mutaallimin as a Quranic educational institution through the obligation to own an operational permit, has been recognized by the government and has the same rights as other formal educational institutions. On the other hand, Ahmad Dahlan reforms also the emergence of Indonesia's first private hospital as a result of the al-maun movement, as well as the establishment of schools that specialize in specific fields.

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