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Classroom: Journal of Islamic Education
Published by Penerbit Hellow Pustaka
ISSN : -     EISSN : 30639050     DOI : DOI: https://doi.org/10.61166/classroom
Core Subject : Religion, Education, Social,
Religion Education Social Sciences
FOCUS Classroom: Journal of Islamic Education provides scientific articles developed in attending through the article publications, original research report, reviews, and scientific commentaries in Islamic Education. SCOPE Classroom: Journal of Islamic Education encompasses research papers from researcher, academics, and practitioners. In particular, papers which consider the following general topics are invited: Islamic Learning Islamic Teaching Islamic Learning Theory Islamic Curriculum and Technology in Education Islamic School Management Islamic School Policy
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 17 Documents
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Search results for , issue "Vol. 2 No. 1 (2025)" : 17 Documents clear
Evaluation In Islamic Education Sri Bintang Abadi; Khoirunnisa Alfadhillah; Putri Salisatu Toyibah; Opik Taufik Kurahman; Dadan Rusmana
Classroom: Journal of Islamic Education Vol. 2 No. 1 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/classroom.v2i1.14

Abstract

This research aims to analyze evaluations in Islamic education in order to find out the extent to which students have mastered their competencies. Evaluation in the view of Islamic education focuses on forming students' self-awareness after knowing what needs to be improved in their life journey. In preparing this article, researchers used qualitative methods with the type of library research. This type of qualitative research is research that produces information in the form of notes and descriptive data contained in the text being studied. The data used is by collecting books, journals and others related to evaluation in Islamic education. The collected data was analyzed using descriptive methods. The research results show that the way students learn is determined by the evaluation method, and vice versa, the evaluation method used by teachers is determined by the evaluation objectives. Evaluation must be carried out continuously (continuity). This last principle must carry out continuous evaluation but must not ignore the other evaluation principles. It is generally understood that students who can evaluate themselves are able to understand the extent of their religious abilities, their faith and their religious experience.
The Role Of PAI Teachers In Teaching Nasikh-Mansukh: Challenges And Solutions In The Post-Truth Era Niza Putri Nurfajrin; Romlah Abubakar Askar; Munzir Suparta
Classroom: Journal of Islamic Education Vol. 2 No. 1 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/classroom.v2i1.25

Abstract

The rise of the post-truth era has created new epistemological and pedagogical challenges in the teaching of Islamic Religious Education (PAI), particularly in conveying complex and nuanced concepts such as nasikh-mansukh (abrogation in Islamic law). This study aims to analyze the challenges faced by PAI teachers in teaching nasikh-mansukh in the context of a digital society marked by misinformation, emotional bias, and declining trust in authoritative religious sources. Employing a qualitative approach through library research, this study explores various scholarly perspectives, classical Islamic texts, and contemporary educational discourses. The findings reveal that many students are exposed to religious content through social media that lacks context and accuracy, leading to partial and even distorted understandings of nasikh-mansukh. Teachers often encounter difficulties in countering these misconceptions due to limited resources, inadequate training in digital literacy, and the emotional resistance of students shaped by pre-existing biases. This study proposes adaptive strategies, including contextual bridging, critical Qur’anic reading, and the integration of maqāṣid al-sharī‘ah (higher objectives of Islamic law) in teaching nasikh-mansukh. These strategies aim to reframe nasakh not as a contradiction in revelation, but as a dynamic pedagogical process that reflects divine wisdom and legal responsiveness. The research contributes to strengthening Islamic education by equipping teachers with the necessary tools to navigate religious teaching in an era dominated by post-truth dynamics.
Competency And Character Based Integrative Assessment Model In Islamic Religious Education (PAI) Learning Siti Khoerunnisa; Siti Atiqoh; Siti Lathifah; Akil; Abdul Azis
Classroom: Journal of Islamic Education Vol. 2 No. 1 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/classroom.v2i1.27

Abstract

Assessment in Islamic Religious Education (PAI) learning is often still focused on the cognitive aspect, while the affective and psychomotor aspects receive insufficient attention. This contradicts the principle of educational assessment, which should holistically encompass knowledge, attitudes, and skills. This study aims to examine the implementation of assessment in all three aspects of PAI across various educational levels, identify challenges in developing a holistic assessment system, and propose an integrative assessment model based on competencies and character within the context of the Merdeka Curriculum. The method used is a qualitative study with a descriptive-analytic approach based on literature review and document analysis. The results show that affective and psychomotor assessments are still partial and lack standardization, especially outside Islamic educational institutions such as pesantren. The main challenges include limited assessment instruments, the absence of cross-level guidelines, and low teacher capacity in designing holistic assessments. Therefore, an integrative assessment model is needed that aligns with the principles of the Merdeka Curriculum, combining authentic and character-based assessments. This study offers an assessment framework that includes indicators of spiritual, social, cognitive, and religious practice competencies. It is expected that this model can serve as a solution in realizing a well-rounded and balanced Pancasila student profile.
Effectiveness Of Thematic Learning In Improving Elementary School Students' Learning Outcomes Dea Mustika; Dian Krismawati; Dwi Kurnianda; Muhammad Aidil; Putri Adeliarahmatilla; Suci Ramadha Lena
Classroom: Journal of Islamic Education Vol. 2 No. 1 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/classroom.v2i1.28

Abstract

His study aims to analyze the effectiveness of thematic learning in improving the academic achievement of elementary school (SD) students. Thematic learning, which integrates various subjects under a single theme, is expected to create a holistic and meaningful learning experience. Using a qualitative approach with a case study design, this research involves fourth-grade teachers, fourth-grade students, and the principal of SD Negeri 138 Pekanbaru as research subjects. Data were collected through in-depth interviews, participatory observations, and document analysis, and then analyzed inductively through the stages of data reduction, data presentation, and conclusion drawing/verification. The results of the study indicate that thematic learning is proven to be effective in increasing student motivation and engagement, facilitating a more holistic and in-depth understanding of concepts, and developing 21st-century skills (collaboration, communication, critical thinking). However, challenges in implementation—such as the availability of resources and the need for ongoing teacher training—were also identified.
Micro Teaching as a Teacher's Weapon Against Digital Distraction Vani Zakiyah; Euis Latifah; Muhammad Makbul Fauzan; M. Ryan Fauzi
Classroom: Journal of Islamic Education Vol. 2 No. 1 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/classroom.v2i1.34

Abstract

The development of digital technology has brought about major changes in the world of education, both in terms of ease of access to information and new challenges, such as increasing digital distractions in the classroom. The use of devices such as mobile phones and laptops often distracts students from learning materials. To overcome this, teachers need to have effective and adaptive teaching strategies. One relevant approach is micro teaching, a small-scale teaching training method that focuses on improving pedagogical skills and classroom management. This article discusses how micro teaching can equip teachers to deal with digital distractions through structured, reflective, and practice-based exercises. Theoretical studies and case studies show that teachers who take part in micro teaching training tend to be better prepared to face the challenges of the digital classroom, and are able to create a more focused, interactive, and productive learning environment.  
Implementation of Inquiry Method in Improving Students' Critical Thinking Skills in Islamic Religious Education Learning at SDN Cipanas 3 Rahman Alfiansyah; Euis Latipah; Farhan Sofiandi; Fahir Ali
Classroom: Journal of Islamic Education Vol. 2 No. 1 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/classroom.v2i1.35

Abstract

This study aims to describe the implementation of the inquiry method in improving students' critical thinking skills in Islamic Religious Education (PAI) learning at SDN Cipanas 3. This study is motivated by the importance of developing critical thinking skills as part of the 21st century competencies that support students' intellectual abilities and character. The research method used is a descriptive qualitative approach, with data collection techniques in the form of observation, documentation, and reflection on the learning activities of grade V students. This study shows that the application of the inquiry method is able to create an active, participatory, and reflective learning atmosphere. Students who are involved in various stages of inquiry such as asking questions, collecting information, analyzing data, and drawing conclusions in this method encourage students to think logically, analytically, and are able to express opinions argumentatively. In this case, the teacher acts as a facilitator who also supports the dialogic and meaningful learning process. This study confirms that the inquiry method is effectively used in PAI learning to foster critical thinking skills as well as appreciation of Islamic values.
تأثير تزويد المفردات على مهارة كتابة الإنشاء لطالبات الفصل الثامن في المدرسة الثانوية نور الهدى Sri Dewi Ayu Al Farina; Dewi Nurhayati
Classroom: Journal of Islamic Education Vol. 2 No. 1 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/classroom.v2i1.26

Abstract

الإنشاء هو موضوع يتم تدريسه في المدارس الإسلامية. وهو المدرسة الثانوية أو المدرسة العالية. الإنشاء يتم تدريس هذا أيضًا في المدرسة الثانوية نور الهدى لطالبات الفصل الثامن. ولا تزال المواد التي يتم تدريسها هناك أساسية، وهي إنشاء الموجه. لدعم درس  هذا الإنشاء، يتم تزويد الطالبات بتزويد المفردات إما قبل البدء في تعلم الإنشاء أو تزويد المفردات الذي يتم الحصول عليه كل صباح يوم الإثنين في المدرسته.  ومع ذلك، فإن تزويد المفردات الذي يقدمه المدرّسة للطالبات لم يساهن في تطوير قدرات الطالبات. وهذا البحث هو البحث الكمي بطريقة الارتباط السبب، لأنه لمعرفة تطبيق تزويد المفردات على مهارة كتابة الإنشاء لطالبات الفصل الثامن في المدرسة الثانوية نور الهدى، و المعرفة تزويد المفردات على مهارة كتابة الإنشاء لطالبات الفصل الثامن في المدرسة الثانوية نور الهدى. يستخدم هذا البحث الاستبيانات والملاحظات للحصول على البيانات. ولتحليل البيانات استخدمت الباحثة اختبارات الموثوقية والصلاحية، واختبارات الانحدار الخطي. حصل هذا البحث على نتائج مفادها أن Sig. احسب 0،00 <0،05 وtcount 7،170> طاولة 2،101 (7،170>2،101).  من التحليل أعلاه، يمكن أن نستنتج أن تزويد المفردات له تأثير كبير على على مهارة كتابة الإنشاء. وهذا يدل على أنه إذا تحسن تزويد لمفردات للطالبات ، فإن قدرتهن على كتابة إنشاء ستتحسن أيضًا.

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