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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

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

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

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

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.

Peran Pendidikan Islam dalam Membentuk Karakter Generasi Milenial di Era Digital Abdul Manan
AT-TAKILLAH : Jurnal Pendidikan dan Keislaman Vol. 4 No. 1 (2026): May
Publisher : Rahis Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/at-takillah.v4i1.664

Perkembangan teknologi digital memberikan pengaruh besar terhadap kehidupan generasi milenial, baik dalam aspek sosial, budaya, maupun pendidikan. Kemudahan akses informasi melalui internet dan media sosial tidak hanya memberikan dampak positif, tetapi juga menimbulkan berbagai permasalahan moral seperti rendahnya etika komunikasi, cyberbullying, perilaku individualis, serta menurunnya nilai-nilai karakter pada generasi muda. Kondisi tersebut menjadikan pendidikan Islam memiliki peran penting dalam membentuk karakter generasi milenial agar tetap berakhlakul karimah di tengah perkembangan era digital. Penelitian ini bertujuan untuk menganalisis peran pendidikan Islam dalam membentuk karakter generasi milenial di era digital serta mengidentifikasi tantangan dan strategi yang dapat dilakukan dalam proses pembentukan karakter. Penelitian ini menggunakan metode kualitatif dengan pendekatan deskriptif melalui studi kepustakaan (library research). Data penelitian diperoleh dari berbagai sumber literatur seperti buku, jurnal ilmiah, artikel, dan penelitian terdahulu yang relevan dengan pendidikan Islam, karakter generasi milenial, dan era digital. Teknik pengumpulan data dilakukan melalui dokumentasi, sedangkan analisis data menggunakan analisis isi (content analysis) dengan tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pendidikan Islam memiliki kontribusi besar dalam membentuk karakter generasi milenial melalui penanaman nilai religius, moral, disiplin, tanggung jawab, dan sikap toleransi. Pendidikan Islam juga berfungsi sebagai kontrol moral dalam menghadapi dampak negatif perkembangan teknologi digital. Selain itu, pemanfaatan media digital sebagai sarana pembelajaran Islami dapat mendukung proses pembentukan karakter apabila digunakan secara bijaksana. Dengan demikian, pendidikan Islam menjadi solusi strategis dalam membangun generasi milenial yang tidak hanya cerdas secara intelektual, tetapi juga memiliki akhlak yang baik dan mampu memanfaatkan teknologi secara positif.

Integrasi Pendidikan Karakter dan Nilai Islam dalam Kurikulum Merdeka Dimas Setiyawan
AT-TAKILLAH : Jurnal Pendidikan dan Keislaman Vol. 4 No. 1 (2026): May
Publisher : Rahis Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/at-takillah.v4i1.665

Kurikulum Merdeka merupakan kebijakan pendidikan yang dirancang untuk menciptakan pembelajaran yang fleksibel, berpusat pada peserta didik, serta menekankan penguatan karakter dan kompetensi. Dalam implementasinya, integrasi pendidikan karakter dan nilai Islam menjadi aspek penting untuk membentuk peserta didik yang tidak hanya unggul secara akademik, tetapi juga memiliki akhlakul karimah. Namun, perkembangan teknologi, globalisasi, dan perubahan sosial menyebabkan terjadinya penurunan karakter di kalangan peserta didik, seperti rendahnya disiplin, kurangnya rasa hormat, serta meningkatnya pengaruh negatif media digital. Penelitian ini bertujuan untuk menganalisis integrasi pendidikan karakter dan nilai Islam dalam Kurikulum Merdeka serta menjelaskan implementasi dan tantangan penerapannya dalam dunia pendidikan.Penelitian ini menggunakan metode kualitatif dengan pendekatan deskriptif melalui studi kepustakaan (library research). Data diperoleh dari berbagai sumber seperti buku, jurnal ilmiah, artikel, dan penelitian terdahulu yang berkaitan dengan pendidikan karakter, pendidikan Islam, dan Kurikulum Merdeka. Teknik pengumpulan data dilakukan melalui dokumentasi, sedangkan teknik analisis data menggunakan analisis isi (content analysis). Hasil penelitian menunjukkan bahwa integrasi pendidikan karakter dan nilai Islam dalam Kurikulum Merdeka dapat dilakukan melalui proses pembelajaran, budaya religius sekolah, keteladanan guru, serta kegiatan berbasis proyek. Nilai-nilai Islam seperti kejujuran, disiplin, tanggung jawab, toleransi, dan kepedulian sosial menjadi dasar pembentukan karakter peserta didik. Selain itu, pemanfaatan teknologi digital sebagai media pembelajaran Islami juga dapat mendukung proses penanaman nilai karakter secara lebih efektif. Meskipun demikian, implementasi pendidikan karakter masih menghadapi beberapa tantangan, seperti pengaruh negatif media sosial, kurangnya pemahaman guru, dan minimnya kerja sama antara sekolah dan keluarga. Dengan demikian, integrasi pendidikan karakter dan nilai Islam dalam Kurikulum Merdeka menjadi langkah strategis dalam membentuk generasi yang cerdas, religius, dan berakhlakul karimah.

The Influence of Islamic Religious Education Learning on the Character Formation of Students in Schools Andi Suhendra Siregar
AT-TAKILLAH : Jurnal Pendidikan dan Keislaman Vol. 3 No. 1 (2025): May
Publisher : Rahis Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/at-takillah.v3i1.666

This study aims to analyze the influence of Islamic Religious Education learning on the character formation of students in schools. Character education has become an important issue in the educational field due to the increasing moral challenges faced by students in the modern era. Islamic Religious Education is expected to contribute significantly to developing positive attitudes and behaviors such as honesty, discipline, responsibility, respect, and social care among students. This research employed a quantitative approach using a survey research design. The population of this study consisted of students at the selected school, while the sample was determined using purposive sampling techniques. Data were collected through questionnaires, observations, and documentation. The questionnaire used a Likert scale to measure students’ perceptions regarding Islamic Religious Education learning and character formation. The collected data were analyzed using descriptive statistics and simple linear regression analysis. The findings revealed that Islamic Religious Education learning has a positive and significant influence on students’ character formation. Students who actively participated in religious learning activities demonstrated better discipline, honesty, responsibility, and social behavior. Teachers, school environment, and religious activities also played important roles in supporting character education. However, several challenges such as low student motivation and limited learning innovation were still found during the implementation process. Therefore, schools are encouraged to improve the quality of Islamic Religious Education learning through interactive teaching methods, technology integration, and collaboration between teachers and parents. Overall, this study concludes that Islamic Religious Education learning contributes significantly to developing students with positive character and moral values in schools.

Strengthening Students’ Character through Islamic Religious Education Ikhwanul Abrori
AT-TAKILLAH : Jurnal Pendidikan dan Keislaman Vol. 4 No. 1 (2026): May
Publisher : Rahis Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/at-takillah.v4i1.667

This study aims to analyze the role of Islamic Religious Education in strengthening students’ character in schools. Character education has become an important issue in modern education because many students are influenced by negative behaviors such as dishonesty, lack of discipline, bullying, and low social awareness. Islamic Religious Education is expected to help students develop positive moral values, ethical awareness, and responsible behavior in their daily lives. This research employed a quantitative approach using a survey research design. The population of this study consisted of students at a selected school, while the sample was determined using purposive sampling techniques. Data were collected through questionnaires, observations, and documentation. The questionnaire used a Likert scale to measure students’ perceptions regarding Islamic Religious Education learning and character strengthening. The collected data were analyzed using descriptive statistics and simple linear regression analysis. The findings revealed that Islamic Religious Education has a positive and significant influence on strengthening students’ character. Students who actively participated in religious learning activities demonstrated better honesty, discipline, responsibility, tolerance, and respect toward others. Teachers, school environments, and religious activities also contributed significantly to students’ moral development. However, several challenges such as low learning motivation, monotonous teaching methods, and negative environmental influences were still identified. Therefore, schools are encouraged to improve the quality of Islamic Religious Education learning through innovative teaching methods, technology integration, and collaboration among teachers, parents, and communities. Overall, this study concludes that Islamic Religious Education plays an essential role in developing students with strong moral values and positive social behavior.

The Influence of Islamic Values on Students’ Ethical Awareness Sofiatus Zahriyah
AT-TAKILLAH : Jurnal Pendidikan dan Keislaman Vol. 4 No. 1 (2026): May
Publisher : Rahis Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/at-takillah.v4i1.668

This study aims to analyze the influence of Islamic values on students’ ethical awareness in schools. Ethical awareness is an important aspect of students’ moral development because it helps individuals distinguish between right and wrong and encourages responsible behavior in social life. In the modern era, many students face ethical challenges caused by globalization, technological advancement, peer pressure, and social media influences. Therefore, Islamic values are considered important in guiding students to develop positive moral attitudes and ethical behavior. This research employed a quantitative approach using a survey research design. The population of the study consisted of students at a selected school, while the sample was determined using purposive sampling techniques. Data were collected through questionnaires, observations, and documentation. The questionnaire used a Likert scale to measure students’ perceptions regarding Islamic values and ethical awareness. The collected data were analyzed using descriptive statistics and simple linear regression analysis. The findings revealed that Islamic values have a positive and significant influence on students’ ethical awareness. Students who actively practiced Islamic values demonstrated better honesty, discipline, responsibility, empathy, and respect toward others. Teachers, school environments, and religious activities also contributed significantly to strengthening students’ ethical behavior and moral understanding. However, several challenges such as negative social influences, low learning motivation, and limited innovation in teaching methods were still identified. Therefore, schools are encouraged to improve Islamic Religious Education learning through interactive teaching strategies, technology integration, and stronger collaboration among teachers, parents, and communities. Overall, this study concludes that Islamic values play an essential role in strengthening students’ ethical awareness and developing responsible individuals with positive moral character in modern society.

Islamic Religious Education and Students’ Social Ethics Muhammad Ibnu Soleh
AT-TAKILLAH : Jurnal Pendidikan dan Keislaman Vol. 4 No. 1 (2026): May
Publisher : Rahis Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/at-takillah.v4i1.669

This study aims to analyze the relationship between Islamic Religious Education and students’ social ethics in schools. Social ethics is an important aspect of students’ character development because it influences how individuals interact with others respectfully, responsibly, and cooperatively in social environments. In the modern era, many students face ethical challenges such as bullying, dishonesty, intolerance, disrespectful communication, and negative social media influences. Therefore, Islamic Religious Education is considered important in strengthening students’ moral awareness and social behavior through the implementation of Islamic values. This research employed a quantitative approach using a survey research design. The population of the study consisted of students at a selected school, while the sample was determined using purposive sampling techniques. Data were collected through questionnaires, observations, and documentation. The questionnaire used a Likert scale to measure students’ perceptions regarding Islamic Religious Education and social ethics. The collected data were analyzed using descriptive statistics and simple linear regression analysis. The findings revealed that Islamic Religious Education has a positive and significant influence on students’ social ethics. Students who actively participated in religious learning activities demonstrated better honesty, discipline, empathy, cooperation, tolerance, responsibility, and respect toward others. Teachers, religious activities, and supportive school environments also contributed significantly to strengthening students’ ethical awareness and social behavior. However, several challenges such as peer pressure, low learning motivation, social media influences, and limited innovation in teaching methods were still identified. Therefore, schools are encouraged to improve Islamic Religious Education learning through interactive teaching strategies, technology integration, and stronger collaboration among teachers, parents, and communities. Overall, this study concludes that Islamic Religious Education plays an essential role in developing students with strong social ethics, positive moral character, and responsible behavior in modern society.

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Contact Name
Gumarpi Rahis Pasaribu

Contact Email
admintakillah@rahiscendekiaindonesia.co.id

Phone
+6282272265112

Journal Mail Official
admintakillah@rahiscendekiaindonesia.co.id

Editorial Address
Jl. Pusaka Bandar Klippa, Percut Sei Tuan, Deli Serdang, Sumatera Utara, Indonesia.

Location
Kab. deli serdang,

Sumatera utara

INDONESIA

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Gumarpi Rahis Pasaribu

Contact Email admintakillah@rahiscendekiaindonesia.co.id

Phone +6282272265112

Journal Mail Official admintakillah@rahiscendekiaindonesia.co.id

Editorial Address Jl. Pusaka Bandar Klippa, Percut Sei Tuan, Deli Serdang, Sumatera Utara, Indonesia.

Location Kab. deli serdang, Sumatera utara INDONESIA

Abstract

Abstract

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Abstract

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Abstract

Contact Name
Gumarpi Rahis Pasaribu

Contact Email
admintakillah@rahiscendekiaindonesia.co.id

Phone
+6282272265112

Journal Mail Official
admintakillah@rahiscendekiaindonesia.co.id

Editorial Address
Jl. Pusaka Bandar Klippa, Percut Sei Tuan, Deli Serdang, Sumatera Utara, Indonesia.

Location
Kab. deli serdang,

Sumatera utara

INDONESIA