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AT-TAKILLAH : Jurnal Pendidikan dan Keislaman
Published by Rahis Cendekia Indonesia
ISSN : -     EISSN : 3026779X     DOI : -
Core Subject : Religion,
Religion
AT-TAKILLAH : Jurnal Pendidikan dan Keislaman with ISSN 3026-779X published by Rahis Scholar Indonesia as a forum for fostering creativity and campaign support among academics, teachers, researchers and observers of educational issues. This journal discusses the main topics of Islamic education, both in theory development and implementation of the development of a comprehensive education system.
Arjuna Subject : Umum - Umum
Articles 5 Documents
 1 
Search results for , issue "Vol. 3 No. 2 (2025): November" : 5 Documents clear
Education Budget Politics and Access Inequality in Underdeveloped Regions Rizkiyah Purnama; Zainal Efendi Hasibuan
AT-TAKILLAH : Jurnal Pendidikan dan Keislaman Vol. 3 No. 2 (2025): November
Publisher : Rahis Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/at-takillah.v3i2.615

Abstract

It is not only related to academic achievement but also reflects the institution's ability to interact with and contribute to the community. This article aims to examine strategies for improving the quality of educational institutions and how they can expand their participation in social development. Through a qualitative-descriptive approach, it was found that the synergy between internal management, professional educators, relevant curricula, and community involvement is the key to the success of educational institutions that are both high-quality and socially impactful. Educational institutions must be able to serve as centers of learning as well as agents of social change in their environments.
The Internalization of Islamic Values in English Language Teaching Zainuddin; Gumarpi Rahis Pasaribu
AT-TAKILLAH : Jurnal Pendidikan dan Keislaman Vol. 3 No. 2 (2025): November
Publisher : Rahis Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/at-takillah.v3i2.638

Abstract

The integration of Islamic values into English language teaching has become an important issue in Islamic educational institutions, particularly in contexts where English is taught as a foreign language. English language instruction is often perceived as focusing primarily on linguistic skills, with limited attention to moral and spiritual dimensions. This condition raises concerns regarding the need to balance language competence with character and value education. Therefore, internalizing Islamic values in English language teaching is essential to ensure that students develop not only communicative abilities but also strong moral and spiritual foundations. This study aims to explore the internalization of Islamic values in English language teaching and to examine how these values are implemented in classroom practices. Employing a qualitative research design, the study was conducted in an Islamic-based educational institution where English is taught as a compulsory subject. The participants consisted of English teachers selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and document analysis, including lesson plans and teaching materials. The data were analyzed using an interactive model involving data reduction, data display, and conclusion drawing to identify recurring themes related to the integration of Islamic values. The findings reveal that Islamic values are internalized in English language teaching through the integration of moral principles into learning objectives, teaching materials, classroom activities, and teacher–student interactions. Values such as honesty, discipline, responsibility, respect, cooperation, and politeness are consistently emphasized during the learning process. Teachers employ Islamic-contextualized materials, such as reading texts and dialogues containing moral messages, and reinforce values through daily classroom routines, including greetings and reflective practices. Teacher modeling and communicative behavior also play a crucial role in strengthening value internalization. Despite the positive implementation, the study identifies several challenges, including limited availability of English teaching materials that explicitly integrate Islamic values and varying levels of teacher preparedness in applying value-based instruction. Nevertheless, the integration of Islamic values is perceived to enhance students’ motivation, engagement, and character development without hindering language acquisition. In conclusion, the internalization of Islamic values in English language teaching contributes to holistic education by combining linguistic competence with moral and spiritual growth. The study recommends greater institutional support, teacher training, and the development of value-based English teaching resources to strengthen the effectiveness of this integrative approach.
Integration of Technology in Islamic Religious Education Sedya Santosa
AT-TAKILLAH : Jurnal Pendidikan dan Keislaman Vol. 3 No. 2 (2025): November
Publisher : Rahis Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/at-takillah.v3i2.639

Abstract

The rapid advancement of technology has transformed educational practices worldwide, offering new opportunities for enhancing teaching and learning processes. Islamic Religious Education (IRE), or Pendidikan Agama Islam (PAI), traditionally relies on conventional methods such as lectures, memorization, and discussion. However, integrating technology into IRE has the potential to create more engaging, interactive, and meaningful learning experiences while supporting the internalization of Islamic values. This study aims to explore the strategies, practices, and challenges of integrating technology in IRE to improve students’ understanding of Islamic teachings and promote moral and spiritual development. A qualitative research design was employed in this study, involving classroom observations, semi-structured interviews with IRE teachers, and document analysis of lesson plans and teaching materials. Participants were selected through purposive sampling from Islamic-based schools where technology is actively used in teaching. Data were analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing, with triangulation of multiple data sources to ensure validity and reliability. The findings indicate that technology integration in IRE is implemented through the use of multimedia content, interactive activities, and digital platforms. Multimedia presentations, educational videos, and interactive quizzes were found to increase student engagement and motivation, while digital tools facilitated collaborative learning and self-directed exploration of Islamic teachings. Teachers deliberately selected and adapted materials to ensure alignment with Islamic values, emphasizing principles such as honesty, discipline, responsibility, respect, and cooperation. Classroom routines, teacher modeling, and value-based activities further reinforced the internalization of these values. Despite these benefits, challenges were identified, including limited access to devices and internet connectivity, varying levels of digital literacy among teachers and students, and the need for appropriate digital resources that integrate Islamic values. Addressing these challenges requires professional development for teachers, provision of value-oriented digital teaching materials, and strategies to ensure equitable access to technology in educational settings. In conclusion, the integration of technology in Islamic Religious Education enhances students’ learning outcomes, engagement, and moral development. Thoughtful and deliberate implementation of digital tools enables teachers to deliver lessons that are both interactive and aligned with the ethical and spiritual objectives of IRE. This study highlights the potential of technology to transform Islamic education into a holistic, value-oriented learning experience that balances cognitive, spiritual, and moral growth, preparing students to navigate the modern world with knowledge, skills, and ethical integrity.
The Role of Islamic Education in Building the Moral and Spiritual Values of the Younger Generation Lina Luthfiyyah
AT-TAKILLAH : Jurnal Pendidikan dan Keislaman Vol. 3 No. 2 (2025): November
Publisher : Rahis Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/at-takillah.v3i2.640

Abstract

The moral and spiritual development of the younger generation has become a major concern in the modern era, particularly in the midst of rapid globalization, technological advancement, and shifting social values. These changes have brought significant challenges to young people, including moral degradation, identity confusion, and declining spiritual awareness. Education, therefore, is expected not only to develop intellectual competence but also to shape character and inner values. In this context, Islamic education plays a crucial role in guiding the younger generation toward moral integrity and spiritual consciousness through a holistic educational framework rooted in Islamic teachings. Islamic education emphasizes the integration of faith (iman), knowledge (ilm), and practice (amal), which collectively contribute to the formation of balanced individuals who are ethically responsible and spiritually aware. This study aims to explore and analyze the role of Islamic education in building the moral and spiritual values of the younger generation by examining relevant theoretical perspectives and empirical findings from previous studies. The research employed a qualitative approach using a library research (literature review) design. Data were collected from primary and secondary sources, including classical and contemporary Islamic educational texts, peer-reviewed journal articles, research reports, and authoritative documents related to moral education, spirituality, and youth development. The collected data were analyzed using descriptive-analytical techniques by identifying key themes, concepts, and patterns related to the moral and spiritual objectives of Islamic education. The findings of the study reveal that Islamic education significantly contributes to moral development by instilling core ethical values such as honesty, discipline, responsibility, justice, respect, and compassion. These values are internalized through instructional content, teacher exemplification, and religious practices embedded in the educational process. In addition, Islamic education fosters spiritual development by strengthening learners’ relationship with Allah through worship, reflection, and moral self-awareness, which in turn enhances emotional stability, self-control, and a sense of life purpose. However, the study also highlights several challenges, particularly when Islamic education is implemented in a predominantly theoretical manner with limited emphasis on experiential learning and contextual application. In conclusion, the study affirms that Islamic education plays a vital role in shaping the moral and spiritual character of the younger generation when it is implemented comprehensively and contextually. Strengthening pedagogical approaches, educator competence, and supportive learning environments is essential to maximize the transformative potential of Islamic education. By maintaining its core values while responding to contemporary challenges, Islamic education can contribute to the development of a generation that is morally grounded, spiritually resilient, and capable of contributing positively to society.
Islamic Education Management in Improving the Quality of Educational Institutions Muh. Idris
AT-TAKILLAH : Jurnal Pendidikan dan Keislaman Vol. 3 No. 2 (2025): November
Publisher : Rahis Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/at-takillah.v3i2.641

Abstract

The improvement of educational quality has become a major priority for educational institutions in response to increasing global competition, rapid social change, and rising public expectations. Educational institutions are required not only to deliver academic knowledge but also to implement effective management systems that ensure efficiency, accountability, and continuous improvement. In the context of Islamic educational institutions, such as madrasahs, Islamic schools, and pesantren, quality improvement must be achieved while preserving Islamic values and institutional identity. Therefore, Islamic education management plays a strategic role in integrating professional management practices with Islamic principles to enhance institutional performance and sustainability. This study aims to analyze the role of Islamic education management in improving the quality of educational institutions through a comprehensive review of relevant literature. The research employed a qualitative approach using a library research (literature review) design. Data were collected from primary and secondary sources, including books, peer-reviewed journal articles, research reports, and official documents related to educational management, quality assurance, and Islamic education. The collected data were analyzed using descriptive-analytical techniques by identifying key management functions, strategies, and themes that contribute to quality improvement in Islamic educational institutions. The findings indicate that effective Islamic education management significantly contributes to institutional quality through the implementation of core management functions, including strategic planning, leadership, human resource development, resource management, and continuous evaluation. Strategic planning aligned with institutional vision, mission, and Islamic values provides clear direction and coherence in educational programs. Leadership grounded in ethical and spiritual principles fosters professionalism, motivation, and commitment among educators and staff. In addition, effective management of human resources, facilities, and finances supports a conducive learning environment and enhances institutional credibility. Continuous evaluation and quality assurance mechanisms enable institutions to monitor performance, identify weaknesses, and implement improvements in both academic achievement and character development. However, the study also reveals several challenges faced by Islamic educational institutions, such as limited management capacity, insufficient professional development, and difficulties in adapting modern management practices to traditional institutional cultures. These challenges highlight the need for capacity building, leadership training, and the adoption of innovative management approaches without compromising Islamic values.n conclusion, the study affirms that Islamic education management is a key factor in improving the quality and sustainability of educational institutions.

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