cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Ardi Satrial
Contact Email
ardisatrial@gmail.com
Phone
+6281363779776
Journal Mail Official
staisoloknanindah@gmail.com
Editorial Address
https://journal.staisni.ac.id/index.php/ijiting/about/editorialTeam
Location
Kab. solok,
Sumatera barat
INDONESIA
International Journal of Islamic Teaching and Learning
Published by Sekolah Tinggi Agama Islam Solok Nan Indah
ISSN : -     EISSN : 30473624     DOI : Prefix 10.69637 by Crossref
Core Subject : Religion, Humanities, Education,
Religion Humanities Education Other
International Journal of Islamic Teaching and Learning is an international peer-reviewed journal published by Institute of Research and Community Service STAI Solok Nan Indah, Indonesia in collaboration with the International Islamic Studies Development and Research Center (IISDRC) https://iisdrc.org/. International Journal of Islamic Teaching and Learning is an discusses and raises various issues related to Islamic education both theoretically and practically, while also raises the issue of research in Islamic education such as: technology, curriculum, media and learning model, instruments for evaluation in Islamic education, learning development for Islamic education, and action researches. Articles will be published if they were scientifically valuables, providing new knowledge and useful for the community of Islamic education. This journal is published twice a year, published in March and September. We were inviting scientists, researchers and professionals in the subject of Islamic education to submit their papers in our journal. Aims and Scope 1. Comparison of Islamic Education 2. Curriculum of Islamic Education 3. Figure of Islamic Education 4. Gender and Islamic Education 5. Innovation of Islamic Education 6. Islamic Education and Science 7. Islamic Education and Social Transformation 8. Islamic Education Management 9. Islamic Education Policy 10. Leadership of Islamic Education 11. Madrasah Education 12. Nusantara Islamic Education 13. Pesantren Education 14. Philosophy of Islamic Education 15. Deradicalization of Islamic Education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 23 Documents
 1   2   3 
The Role of Islamic Religious Education in Promoting Dialogue and Interreligious Tolerance in Indonesia Hani Zahrani; Desi Asmarita; Siti Zakiah Ramadhani
International Journal of Islamic Teaching and Learning Vol. 3 No. 1 (2026): March
Publisher : Sekolah Tinggi Agama Islam Solok Nan Indah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69637/ijiting.v3i1.671

Abstract

This study examines the role of Islamic Religious Education in promoting dialogue, tolerance, and interreligious harmony within Indonesia’s multicultural society. This study employs a qualitative method with a content analysis approach toward literature related to religious pluralism, interreligious relations, and Islamic moderation. The research data were obtained from books, scholarly journal articles, and previous studies relevant to the topic of discussion. The findings reveal that Islamic Religious Education plays a significant role in shaping students’ understanding of Islam as a religion that upholds the values of peace, justice, compassion, and respect for diversity. Through the integration of universal Islamic values into the learning process, Islamic Religious Education has the potential to encourage open, respectful, and empathetic communication across religious boundaries. However, the implementation of tolerance-oriented Islamic Religious Education still faces several challenges, including the dominance of normative teaching approaches, limited teacher competence in multicultural education, and the insufficient integration of interfaith dialogue principles into formal curricula. Therefore, strengthening educational policies, enhancing teacher capacity, and developing innovative pedagogical models based on the spirit of religious moderation (wasathiyah) are essential steps in cultivating tolerant, inclusive, and peace-oriented individuals within Indonesia’s pluralistic society.
The Impact of Deep Learning on Students' Learning Outcomes in Shalat Instruction Junita Hasanah; Hilda Anjelita; Desva Usifa; Hanton Hanton; Afrizal Afrizal
International Journal of Islamic Teaching and Learning Vol. 3 No. 1 (2026): March
Publisher : Sekolah Tinggi Agama Islam Solok Nan Indah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69637/ijiting.v3i1.678

Abstract

This study was motivated by the low achievement of elementary school students in learning shalat, highlighting the need for an effective instructional approach that can enhance students’ understanding, skills, and awareness during the learning process. The study aimed to examine the effect of the deep learning approach on students’ learning outcomes in shalat instruction within the Islamic Education subject. A quantitative research design was employed involving 42 fourth-grade students from two classes in a public elementary school in Indonesia. Data were collected through observation, pre-tests, post-tests, and documentation. The data were analyzed using tests of normality, homogeneity, and differences between group means. The findings revealed a statistically significant effect of the deep learning approach on students’ learning outcomes, with a two-tailed significance value below 0.05. The experimental group demonstrated a greater mean improvement (25.95) than the control group (12.14). These findings indicate that the implementation of the deep learning approach in Islamic Education significantly enhances students’ academic achievement in shalat learning.
Enhancing Students’ Science Learning Outcomes through Educaplay-Assisted Problem-Based Learning Silvia Murni; Rahma Dewita; Rahmat Risky Hidayah; Vito Erwansyah; Lichia Rachmat
International Journal of Islamic Teaching and Learning Vol. 3 No. 1 (2026): March
Publisher : Sekolah Tinggi Agama Islam Solok Nan Indah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69637/ijiting.v3i1.680

Abstract

This study was motivated by the suboptimal science learning process in which students tended to be passive, lacked participation in classroom activities, and experienced difficulties in answering varied practice questions, resulting in low learning outcomes. The study aimed to improve students’ science learning outcomes through Educaplay-assisted Problem-Based Learning. This study employed Classroom Action Research conducted in a third-grade class at an elementary school, Indonesia. The participants consisted of 15 students, including 6 male and 9 female students. Data were collected through observation, documentation, and tests, and analyzed using the stages of planning, action, observation, and reflection. The findings indicated a significant improvement in students’ learning outcomes across the research cycles. Students’ mastery learning increased from 26.67% in the pre-cycle to 53.33% in Cycle I, and further improved to 93.33% in Cycle II. The study concludes that Educaplay-assisted Problem-Based Learning effectively improves elementary students’ science learning outcomes and promotes more active participation in the learning process.

Page 3 of 3 | Total Record : 23

 1   2   3 

Filter by Year

2024 2026


Reset
Filter By Issues
All Issue Vol. 3 No. 1 (2026): March Vol. 2 No. 2 (2025): September Vol. 2 No. 1 (2025): March Vol. 1 No. 2 (2024): September Vol. 1 No. 1 (2024): March