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Ahmad Shofiyuddin Ichsan
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quranicedu@iiq-annur.ac.id
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Kantor LPPM IIQ An NurGedung Timur Lt. 1 Kampus IIQ An Nur, , Kab. Bantul, Provinsi Daerah Istimewa Yogyakarta, 55186
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Quranic Edu
Published by Institut Ilmu Al Qur'an An Nur Yogyakarta
ISSN : -     EISSN : 28092481     DOI : 10.37252/quranicedu.v4i1.526
Core Subject : Religion, Education,
Religion Education
QuranicEdu: Journal of Islamic Education (E-ISSN 2809-2481) is a national journal published by the Faculty of Tarbiyah Institut Ilmu Al Qur’an (IIQ) An Nur Yogyakarta, posted twice a year on February and August. The journal focuses its scope on the issues of Islamic Education. We invite scholars, scientists, researchers, teachers, as well as profesionals in the field of Islamic Education to publish their researches in our journal.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 86 Documents
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Integration of Religious and General Curriculum in Improving the Quality of Education at MANPK MAN 4 Jombang Nadia ‘Ishmatul Maula; Chusnul Chotimah; Muhammad Fodhil Fodhil
QuranicEdu: Journal of Islamic Education Vol. 6 No. 2 (2026): QuranicEdu: Journal of Islamic Education
Publisher : IIQ An Nur Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37252/quranicedu.v6i2.2869

Abstract

Islamic education in Indonesia faces a major challenge in eliminating the dichotomy between religious and general sciences to produce a competitive generation that maintains moral integrity. This study aims to comprehensively examine the implementation strategy of integrating religious and general curriculum at MANPK MAN 4 Jombang and its impact on the escalation of educational quality. The method used is a descriptive qualitative approach with a broad observation type (grand tour observation) and a case study approach to capture the dynamics of curriculum implementation in real-time. Data were collected through 24-hour participatory observation, in-depth interviews with curriculum managers, and documentation studies. The results indicate that the curriculum integration at MANPK Jombang successfully unifies national standards with the pesantren curriculum through a structured boarding school system. This strategy includes time management synchronization between formal teaching and learning activities and the study of classical Islamic texts (kitab kuning), the use of classical literature as a reference for general sciences, and the habituation of a bilingual environment. This implementation has proven effective in improving educational quality holistically, covering intellectual, spiritual, and student discipline character aspects. The study concludes that this transformative curriculum integration model is an effective strategy in improving the quality of madrasah education, although it still faces challenges such as a high study load and psychological pressure on students. Synergy between school management, educators, and dormitory supervisors is the key to success in answering the challenges of the modern era.
Preserving Local Wisdom to Foster Religious Moderation in Indonesian Vocational Education: A Case Study Dhiya Ulhaq; Ali Mustaqim
QuranicEdu: Journal of Islamic Education Vol. 6 No. 2 (2026): QuranicEdu: Journal of Islamic Education
Publisher : IIQ An Nur Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37252/quranicedu.v6i2.2529

Abstract

Local wisdom plays an essential role in fostering the values of religious moderation within culturally diverse educational institutions. This study investigates the institutionalization and pedagogical impact of local wisdom preservation in reinforcing religious moderation values among students at SMK Negeri 1 Bantul, Yogyakarta. Utilizing a descriptive qualitative approach, data were gathered through in-depth interviews, prolonged participatory observation, and documentary analysis with school administrators, cultural educators, Islamic and non-Islamic religious teachers, and students. Triangulation of sources and member-checking ensured data trustworthiness, analyzed via iterative data condensation, display, and inductive conclusion drawing. The findings reveal that local cultural wisdom is structurally integrated across curricular and cocurricular domains through six primary channels: the 5S culture (Senyum, Salam, Sapa, Sopan, Santun), scheduled broadcasts of national and regional songs, simultaneous morning Quranic recitations and interfaith devotional reflections, periodic Dhikr-Do’a-Sholawat (DDS) gatherings, the Pancasila Student Profile Strengthening Project (P5) centered on batik artisanship, and traditional performing arts. These initiatives cultivate core religious moderation values, including civic nationalism (muwatanah), pluralistic tolerance (tasamuh), cultural inclusiveness (i'tiraf al-‘urf), ideological equilibrium (tawassut and i'tidal), active non-violence (al-l ‘unf), and participatory consensus (asy-syura). Consequently, local wisdom serves as an empirical foundation transforming school culture into an inclusive, non-violent, and accommodative educational environment.
Learning of Aqidah Akhlak in Madrasah: Case Study at Al Ikhlas Berbah Yogyakarta Sangkot Sirait
QuranicEdu: Journal of Islamic Education Vol. 6 No. 2 (2026): QuranicEdu: Journal of Islamic Education
Publisher : IIQ An Nur Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37252/quranicedu.v6i2.2610

Abstract

This article is the result of research conducted to gain an understanding of the learning of Aqidah Akhlak in Madrasahs. The problem in this research is that Aqidah Akhlak is the name of a subject which contains two disciplines, namely Aqidah (Islamic Theology) and Akhlak (ethics). Ideally, the learning of this subject is integrated between Aqidah and Akhlak, not as is generally the case in learning at Madrasahs where these two disciplines are taught separately on the learning paradigm and on the   Learning Implementation Plan. Data collection in this research is based on documentation, surveys and interviews at Madrasah Al Ikhlas. The results of this study are that learning Aqidah Akhlak is understood as a subject to guide students to have true faith and behave well. However, in the learning process, it still seems dichotomous, namely that Aqidah and Akhlak have not been optimally integrated. Learning Aqidah Akhlak in Madrasah is still dominated by the internalization of normative values and religious doctrines, but the methods used are quite varied.
Educational Background and Self-Reported Competence of Islamic Education Teachers: A Correlational Study Eko Puji Antoro; Ellen Prima
QuranicEdu: Journal of Islamic Education Vol. 6 No. 2 (2026): QuranicEdu: Journal of Islamic Education
Publisher : IIQ An Nur Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37252/quranicedu.v6i2.2893

Abstract

his study examines how well educational background predicts the competence of Islamic Education (Pendidikan Agama Islam/PAI) teachers who graduated from UIN Saizu Purwokerto. The study used a quantitative, correlational-causal (ex post facto) design. Researchers distributed a closed questionnaire with a 4-point Likert scale via Google Form to 50 PAI alumni who were actively teaching, selected through purposive sampling. Educational background (X) comprised academic achievement, teaching practicum (PPL) experience, and student organizational involvement. Teacher competence (Y) was measured across pedagogical, professional, personality, and social dimensions as set out in Permendiknas No. 16 of 2007. All items exceeded the critical item–total correlation threshold in this sample, with Cronbach’s Alpha of .619 (X) and .948 (Y), and the data were normally distributed. Simple linear regression showed a positive and significant effect (t = 7.008; Sig. = .000; R² = .506; Y = 85.250 + .960X). Roughly half of the variance in self-reported competence is associated with undergraduate experience, yet this is better read as a strong association than as a causal relationship. The findings underline the value of applied coursework, supervised PPL, and structured student organizations for PAI study programs.
Construction of Pedagogic Competency of IAT Study Program Students Through Microteaching at IIQ An Nur Yogyakarta Qonita Karima
QuranicEdu: Journal of Islamic Education Vol. 6 No. 2 (2026): QuranicEdu: Journal of Islamic Education
Publisher : IIQ An Nur Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37252/quranicedu.v6i2.3141

Abstract

Microteaching plays an important role in developing pedagogical competence, including for students enrolled in non-teacher education programs who are expected to undertake educational roles in society. This study aims to explore how students of the Qur'anic Studies and Interpretation Program construct pedagogical competence through microteaching experiences. A qualitative phenomenological approach was employed. Participants were purposively selected from students who had completed the microteaching course. Data were collected through in-depth interviews and documentation and analyzed using Moustakas' phenomenological procedures, including horizontalization, thematic clustering, textual and structural descriptions, and synthesis of meanings and essences. The findings reveal that pedagogical competence was constructed through the four stages of Experiential Learning: Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation. These experiences enhanced participants' instructional planning and teaching skills, educational communication, self-confidence, and professional identity as prospective Islamic educators. The study concludes that experiential learning through microteaching serves as a fundamental basis for developing pedagogical competence among students in non-teacher education programs.
Digitalization of Quranic Education Management in Rural Areas the Implementation of Next.js-Based Progressive Web App Using Offline-First Architecture Mohammad Syamsu Dhuha; Robith Nuriel Haq
QuranicEdu: Journal of Islamic Education Vol. 6 No. 2 (2026): QuranicEdu: Journal of Islamic Education
Publisher : IIQ An Nur Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37252/quranicedu.v6i2.3282

Abstract

Grassroot Islamic educational institutions in rural areas face significant managerial challenges. Pondok Pesantren Miftahul Huda in Pati strives to enhance the academic monitoring and reporting efficiency of students that so far is still relying on traditional paper-based mechanism. TPA Raudlatus Sholihin in Sragen is dealing with limited face-to-face contact time that lasts only one hour every day and disproportionate teacher-student ratio. This study reports the design and early deployment of an educational digitalization project in both locations, with a planned Flipped Classroom application and digital reporting mechanism. This project faced technical and psychological resistance initially. App-store-based distribution was hampered by unstable internet connection and limited users’ device storage. APK distribution through messaging app WhatsApp also faced the same technical resistance as well as psychological resistance from users who worried about malware. During the APK distribution at the pesantren on 6–18 July, 68 of 148 parents (45.9%) submitted data; installation status and reasons for non-submission were not confirmed. Development shifted to a web-based approach on 19 July, and the application became an installable Progressive Web App (PWA) on 6 August. The Next.js-based design uses an offline-first approach intended to support selected recording functions during connectivity interruptions. Development continues in response to educator and parent feedback. These initial observations inform the design, while improvements in participation, usability, synchronization reliability, and educational outcomes require further evaluation.

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