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Jurnal Ilmiah Guru Madrasah (JIGM)
Published by Lembaga Kajian Sosial Politik Aceh
ISSN : -     EISSN : 28297792     DOI : https://doi.org/10.69548/jigm.
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences Other
Jurnal Ilmiah Guru Madrasah (JIGM) is an academic journal published by LaKaspia (Lembaga Kajian Sosial Politik Aceh/Aceh Institute for Social and Political Studies), a well-established institution with a long-standing history in socio-political research, conflict resolution, peacebuilding, and educational studies. Founded on December 10, 1999, LaKaspia underwent a structural reorganization on October 4, 2022 (Registration No. AHU-0010506.AH.01.07.YEAR 2022). Under LaKaspia’s stewardship, JIGM serves as an open platform for disseminating scholarly ideas, research findings, and innovative practices from all disciplines taught in educational institutions. The journal publishes original research articles, classroom action research, comprehensive literature reviews, and practical reflections that contribute to the development of education in various settings—including madrasahs, general schools, pesantren, and non-formal institutions. JIGM welcomes submissions from teachers, educators, academics, practitioners, and experts from Indonesia and around the world. Upholding rigorous academic standards, the journal is published biannually, with issues released in January–June and July–December.
Arjuna Subject : Umum - Umum
Articles 82 Documents
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Agama Sebagai Konstruksi Sosial dan Wahyu Ilahi: Analisis Komparatif Perspektif Barat dan Islam Annur, Ash Shifa; Jannah, Miftahul
Jurnal Ilmiah Guru Madrasah Vol 4 No 2 (2025): Juli-Desember
Publisher : LaKaspia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69548/jigm.v4i2.77

Abstract

Religion has been extensively examined within Western sociological traditions, predominantly interpreting it as a socio-historical construct. In contrast, Islamic thought conceptualizes religion (ad-dīn) as divinely revealed, governing all human dimensions. Despite abundant literature, comparative studies examining these paradigms through epistemological frameworks remain limited. This study addresses this gap through comparative-critical analysis of Western and Islamic perspectives on religion. Using qualitative library research with thematic analysis, this article examines classical Western thinkers (Comte, Durkheim, Marx, Freud, Weber) alongside Islamic scholars and Qur'anic interpretations. Findings reveal fundamental epistemological divergence: Western perspectives view religion as socio-historical construct subject to change, while Islam positions religion as fixed divine revelation whose development occurs at interpretive, not substantive, levels. Western evolutionary frameworks cannot fully apply to Islamic religious dynamics without epistemological recalibration. This study contributes to comparative religious studies by clarifying conceptual boundaries between sociological and theological approaches, with implications for interfaith dialogue and contemporary Islamic scholarship.
Tingkat Kepuasan Siswa terhadap Pelaksanaan Ekstrakurikuler Tari di SD Muhammadiyah Plus Salatiga Lathifa, Mahmudatul; Renjananta, Tegar Syifa’i; Aseh, Fi Wulan; Adi, Yogi Kuncoro
Jurnal Ilmiah Guru Madrasah Vol 4 No 2 (2025): Juli-Desember
Publisher : LaKaspia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69548/jigm.v4i2.78

Abstract

This study was motivated by the importance of extracurricular activities in developing students’ potential, interests, and character, including dance activities that are popular among students. The study aimed to determine students’ satisfaction with the dance extracurricular program at SD Muhammadiyah Plus Salatiga. A survey method with a quantitative descriptive approach was employed over one month. Data were collected from 20 students participating in the dance extracurricular program using a questionnaire consisting of 15 indicators across three aspects: service quality, emotional satisfaction, and social satisfaction. The results indicated an overall satisfaction level in the Very Satisfied category (overall mean = 3.28). The mean scores for each aspect were 3.36 (service quality), 3.15 (emotional satisfaction), and 3.33 (social satisfaction), with responses predominantly falling into the Satisfied and Very Satisfied categories. Students’ satisfaction was reflected in effective time management, positive feelings during practice sessions, and cooperative and respectful peer interactions. Nevertheless, several indicators require improvement, including more adaptive program management through enhancing instructors’ competence, providing adequate spaces and facilities to support students’ potential development, and strengthening students’ discipline and responsibility to continuously improve satisfaction and learning experiences.
Sumber-Sumber Tafsir Al-Qur’an dari Masa ke Masa: Pemetaan Riwayah, Dirayah, Isyarah, dan Isra’iliyyat Sinaga, Hasanuddin
Jurnal Ilmiah Guru Madrasah Vol 4 No 2 (2025): Juli-Desember
Publisher : LaKaspia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69548/jigm.v4i2.80

Abstract

The sources of Qur’anic interpretation refer to the references used to understand the meanings of the verses, both as explanatory tools and as comparative frames in the process of exegesis. Differences in the use of these sources have contributed to the diversity of interpretive approaches and exegetical products throughout Islamic history, without implying that any single interpretation is absolute. This article employs a descriptive and analytical library-based approach to map four major sources of Qur’anic interpretation discussed in the literature, namely al-riwāyah (transmitted reports), ad-dirāyah (al-ra’y or rational reasoning), al-isyārah (intuitive or allusive interpretation), and isrā’īliyyāt (narratives originating from the Ahl al-Kitāb tradition). The analysis shows that al-riwāyah maintains the connection between interpretation and early authoritative traditions, ad-dirāyah expands exegetical engagement through scholarly reasoning and methodological tools, al-isyārah enriches the ethical and spiritual dimensions of interpretation as long as it does not negate the outward meaning of the text, and isrā’īliyyāt is generally treated in a limited manner as supplementary narrative material subject to strict scrutiny. This mapping indicates that the dynamics of Qur’anic interpretation are shaped by the complementary interaction of these sources in response to changing historical and intellectual contexts.
Pola Komunikasi Masyarakat Aceh dalam Interaksi Lintas Budaya dengan Warga Negara Asing Ahmad, Muhammad Yunus; Erlian, Muhammad Roja; Ridhwansyah, Ridhwansyah
Jurnal Ilmiah Guru Madrasah Vol 4 No 2 (2025): Juli-Desember
Publisher : LaKaspia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69548/jigm.v4i2.81

Abstract

Interactions between Acehnese communities and foreign nationals have intensified alongside the growth of tourism, education, and social mobility in Aceh. Differences in language, cultural backgrounds, and social norms require adjustments in intercultural encounters. This study analyzes Acehnese communication patterns in interactions with foreign nationals, examines the socio-cultural factors that shape these patterns, and describes observable forms of communicative adaptation in everyday encounters. Employing a descriptive qualitative approach, the study draws on participant observation in Banda Aceh and Sabang, complemented by document-based review as a comparative analytical frame. Data were analyzed thematically through data reduction, display, and conclusion drawing. The findings indicate that Acehnese communication tends to emphasize politeness, caution, and indirect strategies in both verbal and nonverbal forms. These tendencies are reflected in careful wording, controlled intonation, and the management of interpersonal distance and eye contact, particularly in cross-gender interactions. Religious values, customary norms, and prior exposure to intercultural encounters accompany the formation of these patterns. Communicative adaptation is observed through simplified language use, strengthened nonverbal cues, and the selection of “safe” conversation topics. Overall, intercultural communication in Aceh emerges as an ongoing negotiation between openness to outsiders and the maintenance of local norms.
The Axiology of Islamic Education in the Habitual Literacy of Qur’anic Reading at SMP Nurul HAQ Klaten Mujiburrohman, Mujiburrohman; Fahmi, Putri Firdaus
Jurnal Ilmiah Guru Madrasah Vol 4 No 2 (2025): Juli-Desember
Publisher : LaKaspia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69548/jigm.v4i2.82

Abstract

This study focuses on the habitual literacy of Qur’anic reading at SMP Nurul Haq Klaten, aiming to understand the role of teachers, the impact on students’ character, and the challenges of implementation from the perspective of Islamic educational axiology. The research questions include: (1) how teachers guide Qur’anic literacy in full-day and boarding school settings; (2) the impact of literacy habits on students’ character and behavior; and (3) the challenges that arise and strategies employed to overcome them.This study uses a qualitative descriptive approach with a case study design. Informants were selected purposively, including the principal, Islamic Religious Education teachers, Qur’anic literacy facilitators, and students. Data were collected through observations, semi-structured interviews, and documentation studies, and analyzed interactively through data reduction, presentation, and conclusion drawing, with triangulation applied to ensure data validity.The results indicate that Qur’anic literacy habits are conducted intensively through halaqah sessions and integrated with both formal and non-formal activities, significantly shaping students’ religious character and enhancing discipline, responsibility, honesty, and social awareness. Teachers play a crucial role as facilitators, motivators, and role models. Challenges such as differences in students’ reading abilities, time management, and curriculum limitations can be addressed through adaptive strategies and the integration of non-formal activities.This study confirms that Qur’anic literacy serves as an effective means to internalize the values of Islamic educational axiology and provides an empirical foundation for developing literacy practices in other Islamic schools.
Tasawuf sebagai Pendekatan Pedagogis dalam Pembelajaran Berbasis Nilai: Kajian Kepustakaan dalam Pendidikan Islam Fuadi, Fuadi; Rijal, Fakhrul
Jurnal Ilmiah Guru Madrasah Vol 4 No 2 (2025): Juli-Desember
Publisher : LaKaspia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69548/jigm.v4i2.84

Abstract

Values based learning emphasizes the cultivation of students’ character, moral reasoning, and spirituality alongside cognitive achievement. In Islamic education, Sufism or tasawuf can be approached as a pedagogical lens that foregrounds self-purification or tazkiyat al-nafs, moral formation, and the meaning of knowledge as a pathway to ethical and spiritual maturity. This article examines the philosophical foundations of Sufism in Islamic education, the relevance of core Sufi values to values based learning, and their pedagogical implications for teachers and classroom practices. Using a qualitative library research design with descriptive analytical and thematic content analysis, this study synthesizes classical and contemporary literature on Sufism, Islamic pedagogy, and character education. The review indicates that key Sufi values such as sincerity or ikhlas, patience or sabar, humility or tawadhu’, ascetic self-restraint or zuhud, and muraqabah as self-awareness under divine supervision are conceptually aligned with values based learning and can be internalized through teacher role modeling, habituation, reflective learning or muhasabah, and contextual integration across subjects. Effective implementation, however, depends on teacher readiness and systematic instructional design to ensure that values education moves beyond purely normative transmission.
Konsep Aksiologi Ilmu dalam Perspektif Barat dan Islam serta Implikasinya terhadap Pendidikan Agama Islam Fahmi, Putri Firdaus; Aula, Fitria Faradina Kafa; Fatimah, Siti; Pitriatin, Pitriatin; Sumiran, Sumiran
Jurnal Ilmiah Guru Madrasah Vol 4 No 2 (2025): Juli-Desember
Publisher : LaKaspia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69548/jigm.v4i2.86

Abstract

The development of contemporary science has generated divergent value orientations between Western and Islamic traditions. Western science emphasizes objectivity, value neutrality, and technical-empirical aspects, whereas the Islamic tradition integrates moral and spiritual values with the pursuit of public benefit (maqāṣid al-sharī‘ah). These differences have significant implications for Islamic Religious Education (IRE), particularly in shaping students’ character, ethics, and spirituality. This study aims to analyze the concept of the axiology of knowledge from Western and Islamic perspectives and to examine its implications for IRE practices. The research employs a qualitative approach through library research, involving a systematic review of primary and secondary literature on Western and Islamic philosophy of science, the axiology of knowledge, and education. Data were analyzed using descriptive-analytical and comparative methods to interpret value orientations, the purposes of knowledge, and their educational implications within both traditions. The findings indicate that Western science initially emphasized value neutrality and objectivity; however, contemporary discourse increasingly highlights the integration of ethics and moral values. In contrast, the Islamic scientific tradition consistently integrates revelation, reason, and empirical experience within a moral, spiritual, and public-benefit-oriented framework. These findings underscore that IRE should be developed holistically by integrating cognitive, ethical, and spiritual dimensions, enabling students to become not only intellectually competent but also morally grounded and socially responsible. The novelty of this article lies in its comparative analysis of Western and Islamic axiological paradigms as a means of strengthening IRE as a platform for character formation and a moral filter in responding to modern science and technology.
Pemikiran Pendidikan Islam Zakiah Daradjat: Analisis Kritis dan Relevansinya bagi PAI Kontemporer Kafa Aula, Fitria Faradina Kafa Aula; Fatimah, Siti; Fahmi, Putri Firdaus; Khafidoh, Khafidoh; Khoir, Mulyanto Abdullah
Jurnal Ilmiah Guru Madrasah Vol 4 No 2 (2025): Juli-Desember
Publisher : LaKaspia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69548/jigm.v4i2.87

Abstract

Islamic education aims at the holistic development of learners, encompassing cognitive, affective, and psychomotor dimensions, as well as the cultivation of faith, morality, and mental health. Zakiah Daradjat is a prominent Indonesian Islamic education scholar who introduced an integrative approach between Islamic education and the psychology of religion, particularly within the context of Islamic Religious Education (Pendidikan Agama Islam/PAI). However, previous studies on her thought have largely remained descriptive and have not sufficiently engaged in critical analysis in relation to contemporary educational challenges. This study aims to critically analyze Zakiah Daradjat’s Islamic educational thought by examining its contributions, conceptual uniqueness, and relevance to the development of contemporary Islamic Religious Education in Indonesia. Employing a qualitative approach through library research, the study utilizes Daradjat’s original works as primary sources and relevant academic literature as secondary sources. Data analysis is conducted using content analysis with an emphasis on thematic and critical interpretation. The findings indicate that Zakiah Daradjat’s educational thought emphasizes a holistic, integrative, and contextual model of Islamic education grounded in the Qur’an, Sunnah, and ijtihad, and implemented synergistically across family, school, and community settings. The integration of Islamic education and the psychology of religion represents her distinctive contribution, particularly in strengthening learners’ character formation and mental health. Nevertheless, her ideas require deeper engagement with contemporary educational theories and pedagogical approaches to remain adaptive to global and digital challenges. Theoretically and practically, Zakiah Daradjat’s Islamic educational thought remains relevant as a foundation for the development of modern Islamic Religious Education, especially in addressing moral degradation and students’ mental health issues in Indonesia.
Filsafat Pendidikan Ibnu Sina dan Relevansinya dalam Pengembangan Pendidikan Holistik Hartati, Hartati; Madjid, Abdul; Sari, Indah Rastika; Miskahuddin, Miskahuddin
Jurnal Ilmiah Guru Madrasah Vol 4 No 2 (2025): Juli-Desember
Publisher : LaKaspia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69548/jigm.v4i2.88

Abstract

Ibnu Sina (980–1037 M) merupakan salah satu filsuf dan ilmuwan Muslim terbesar dalam sejarah peradaban Islam yang memberikan kontribusi sangat luas, khususnya dalam bidang filsafat, kedokteran, dan pendidikan. Pemikirannya tidak hanya berpengaruh pada dunia Islam, tetapi juga memberi dampak besar terhadap perkembangan ilmu pengetahuan di Barat. Dalam konteks pendidikan, Ibnu Sina menekankan pentingnya integrasi antara ilmu pengetahuan rasional dan nilai-nilai spiritual sebagai landasan utama dalam membentuk manusia yang sempurna (insan kamil). Konsep ini menjadi cikal bakal pendekatan pendidikan holistik yang memandang peserta didik sebagai makhluk utuh, bukan semata-mata objek transfer pengetahuan.Penelitian ini membahas secara analitis filsafat pendidikan Ibnu Sina dengan menyoroti prinsip-prinsip dasar yang meliputi tujuan pendidikan, struktur kurikulum, metode pembelajaran, serta peran guru dalam proses pendidikan. Menurut Ibnu Sina, tujuan pendidikan adalah mengembangkan potensi akal, moral, dan spiritual peserta didik secara seimbang. Kurikulum hendaknya disesuaikan dengan tahap perkembangan anak, sementara metode pembelajaran perlu menekankan keteladanan, pembiasaan, dan dialog rasional. Guru dipandang sebagai figur sentral yang tidak hanya mengajarkan ilmu, tetapi juga membimbing pembentukan karakter. Pemikiran pendidikan Ibnu Sina tetap relevan dengan paradigma pendidikan holistik modern yang mengedepankan keseimbangan aspek intelektual, emosional, spiritual, dan moral peserta didik
Implementasi Nilai-Nilai Akhlak Tasawuf dalam Pembelajaran Pendidikan Agama Islam M. Nur, Faisal
Jurnal Ilmiah Guru Madrasah Vol 4 No 2 (2025): Juli-Desember
Publisher : LaKaspia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69548/jigm.v4i2.91

Abstract

Islamic Religious Education (IRE) learning is not merely oriented toward the acquisition of religious knowledge but also plays a strategic role in shaping students’ character and morality. One relevant approach to strengthening the affective and spiritual dimensions of learning is the integration of Sufi moral values (akhlak tasawuf) into the instructional process. This article aims to analyze the implementation of Sufi moral values in IRE learning, including sincerity (ikhlas), patience (sabar), humility (tawadhu’), asceticism (zuhud), and love for God (mahabbah). This study employs a qualitative descriptive approach using a library research method based on classical and contemporary literature related to Sufism, Islamic education, and IRE learning. The findings indicate that Sufi moral values can be systematically integrated through instructional planning, the habituation of religious attitudes, teacher role modeling, and spiritual reflection activities in the IRE learning process. The implementation of these values contributes positively to the formation of students’ religious character, the strengthening of spiritual awareness, and the development of moderate religious attitudes

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