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Ilham Mashuri
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IJoReSCo
Published by Institut Agama Islam Negeri Kediri
ISSN : 3048233X     EISSN : 30478154     DOI : 10.30762
Core Subject : Religion, Humanities, Art, Social,
Religion Arts Humanities Social Sciences
International Journal of Religion and Social Community provides an internationally forum for research on interdisciplinary religious and social community studies, Islamic studies, religion, and Islamic thought. Taking an expansive view of the subject, the journal brings together all displinary perspectives. It publishes peer-reviewed articles on the philosophical, historical, cultural, political, social groups, literacy, artistic, and other aspects in all times and places.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 44 Documents
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Humanism And Sustainability In The Islamic Education Curriculum: A Critical Analysis Of Arkoun's Ideas Mukhlis, Imam; Nizar Nasution, Aqil; Brett Aaron Huggins
International Journal of Religion and Social Community Vol. 4 No. 1 (2026): March
Publisher : Postgraduate Program, State Islamic Institute (IAIN) Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ijoresco.v4i1.3623

Abstract

The phenomenon of intensifying humanitarian crises and environmental degradation in the context of modern education demonstrates an urgent need to reconstruct the orientation of the Islamic Education curriculum to make it more adaptive and relevant. The theoretical landscape shows that Arkoun's sustainable humanism and critical epistemology approaches offer a potential conceptual framework to address these issues, but they have not yet been comprehensively integrated into curriculum design. This study aims to formulate an Islamic education curriculum model that combines humanistic values, ecological awareness, and critical thinking skills through a synthesis of sustainable humanism and critical epistemology. Using a descriptive qualitative method based on literature review, this study examines Arkoun's thinking and sustainable humanism theory to develop a systematic theoretical formulation. The results show that the integration of these two approaches can produce a more inclusive, reflective, and transformative curriculum paradigm, as well as strengthen the relevance of Islamic education in facing contemporary social, ecological, and epistemological challenges. In conclusion, this study offers an integrative model that can serve as the basis for curriculum reform in Islamic educational institutions, with recommendations for strengthening teacher competencies, revising the curriculum structure, and developing learning assessments that emphasise ethical, critical, and sustainability aspects.
Implementation of the Cooperative-Reflective Approach Through the Process-Based Writing Model in Teaching Arabic Writing Skills Lailatul Fitri; Selvia Angela; Umar Faruq; Ahmad Umar Faruq
International Journal of Religion and Social Community Vol. 3 No. 2 (2025): September
Publisher : Postgraduate Program, State Islamic Institute (IAIN) Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ijoresco.v3i2.3631

Abstract

This study aims to analyze the implementation and effectiveness of the Cooperative-Reflective Approach through the Process-Based Writing (PBW) model in teaching maharah kitabah (Arabic writing skills) among students of the Arabic Language Education Department at IAIN Kediri. The research employed a mixed-methods approach using an Explanatory Sequential Design, where quantitative data were first collected through pre-test and post-test to measure writing improvement, followed by qualitative data collection through observation, interviews, and reflective journals to elaborate on the results. The participants consisted of 28 undergraduate students from Class D and one postgraduate tutor. The findings revealed a significant improvement in the average score from 38.21 to 74.82, with a gain of 36.61 points and an effect size of 2.90, indicating a very large influence of the intervention on students’ writing performance. Qualitative results showed that the Cooperative-Reflective approach enhanced students’ active participation, individual responsibility, and reflective awareness in the writing process. Students became more collaborative, critical, and confident in producing coherent and communicative Arabic texts. The study concludes that integrating cooperative and reflective approaches through the PBW model is not only effective in improving maharah kitabah but also contributes to developing a process-based and self-aware Arabic language learning model that aligns with 21st-century higher education demands.
Integration of Artificial Intelligence (AI) in Arabic Language Learning in the Era of Society 5.0 Aina Syaza Syazwina; Yuyun Zunairoh
International Journal of Religion and Social Community Vol. 3 No. 1 (2025): March
Publisher : Postgraduate Program, State Islamic Institute (IAIN) Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ijoresco.v3i1.3632

Abstract

This article examines the integration of Artificial Intelligence (AI) in Arabic language learning in the era of Society 5.0, focusing on pedagogical implications, language competency development, and challenges and directions for development. This study uses a qualitative approach, employing a literature review with a conceptual-critical analysis of reputable journal articles on AI in language education and technology-based Arabic language learning. The results of the study indicate that integrating AI through adaptive learning models, intelligent tutoring systems, conversational chatbots, and voice recognition technology significantly improves students' phonological, lexical, grammatical, and receptive and productive skills. In addition, AI encourages more personalised, interactive, and sustainable learning, while increasing motivation and independence in learning. However, the implementation of AI also presents pedagogical and ethical challenges, such as educator readiness, digital literacy, algorithmic bias, and cultural-religious sensitivity in Arabic. The novelty of this research lies in the formulation of an integrative conceptual framework that positions AI as a humanistic pedagogical medium that is in harmony with linguistic characteristics, cultural values, and the principles of Society 5.0. This study is expected to serve as a theoretical and practical reference for the development of adaptive and ethical AI-based Arabic language learning.
Thomas Lickona’s Comprehensive Character Education Model and Its Relevance to the Islamic Education Curriculum: A Study of SD Plus Rahmat in Kediri Khorida Ubaidatus Syarifah; Kuni Rofi’atunnisa’; Moh Izza Romadhon; Shahzadi Hina Sain
International Journal of Religion and Social Community Vol. 4 No. 1 (2026): March
Publisher : Postgraduate Program, State Islamic Institute (IAIN) Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ijoresco.v4i1.3636

Abstract

This article examines the implementation of Thomas Lickona’s comprehensive character education model and its relevance to the Islamic Education curriculum at SD Plus Rahmat Kediri. The research employs a qualitative approach through literature review and field data collection, comprising document analysis, in-depth interviews with the headteacher and teachers, and observation of learning activities and character programmes. The analysis was conducted thematically by grouping the findings into three main pillars, namely moral knowing, moral feeling, and moral action, and relating them to the principles of Islamic ethics. The research findings indicate that the school successfully implemented the Lickona model through religious habit formation, teacher role modelling, a structured school culture, and collaboration with parents, thereby developing pupils’ moral competencies cognitively, affectively, and behaviourally. The novelty of this study lies in the development of an integrative model that combines the Lickona framework with Islamic ethical values through a school-culture-based approach. This study offers a contextual and practical implementation model to strengthen character education grounded in religious values in primary schools.

Page 5 of 5 | Total Record : 44

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