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Istifkar: Media Transformasi Pendidikan
Published by Sekolah Tinggi Islam Kendal
ISSN : 19792794     EISSN : 26556634     DOI : https://doi.org/10.62509/ji.v5i2
Core Subject : Religion, Education,
Religion Education Other
ISTIFKAR: Media Transformasi Pendidikan merupakan jurnal yang dikelola oleh Sekolah Tinggi Islam Kendal yang fokus pada kajian pendidikan diantaranya mengenai; 1) Ilmu Pendidikan Islam, 2) Kurikulum Pendidikan Islam, 3) Evaluasi Pendidikan Islam, 4) Psikologi Pendidikan, 5) Filsafat Pendidikan, 6) Metode Pembelajaran dan Pengajaran, 7) Kajian Pendidikan Pesantren 8) Kajian Pendidikan Madrasah.
Arjuna Subject : Umum - Umum
Articles 156 Documents
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The Effect of the Open Syllable Method on Improving Early Reading Skills at Muhammadiyah 1 Elementary School in Muntilan Mareta Uswatun Khasanah; Irham Nugroho; Minzani Aufa; Muhammad Sabri Bin Sahrir
Istifkar: Media Transformasi Pendidikan Vol 6 No 2 (2026): Istifkar: Media Transformasi Pendidikan
Publisher : Sekolah Tinggi Islam Kendal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62509/ji.v6i2.438

Abstract

Early reading skills are a fundamental component of literacy development in the first grade of elementary school. However, observations at SD Muhammadiyah 1 Muntilan showed that some students had not achieved the predetermined learning criteria, particularly in reading syllables, words, and simple sentences. Previous studies have examined syllable-based methods and classroom action research, but few have specifically tested the effect of the open syllable method using an experimental design with a control group. This study aims to examine the effect of the open syllable method on the early reading skills of first-grade students by comparing an experimental class with a control class. This quantitative study employed a quasi-experimental method with a non-equivalent control group design. The participants were 49 first-grade students, consisting of 24 students in the experimental class and 25 students in the control class. Data were collected through pretests, posttests, observation sheets, and documentation. The data were analyzed using independent samples and paired-samples t-tests. The experimental class obtained a mean score of 80.63 on the pretest and 91.25 on the posttest, while the control class obtained 87.00 and 90.40, respectively. The independent samples t-test showed a significant difference between the two classes (p = 0.005), while the paired-samples t-test showed a significant improvement in the experimental class (p < 0.001). The findings indicate that the open syllable method significantly improved students’ early reading skills through gradual practice from recognizing consonants and vowels to reading syllables, meaningful words, and simple sentences.
Interconnected Educational Spaces and the Reproduction of Moral Order in Indonesia Lau Han Sein; Colin Calleja
Istifkar: Media Transformasi Pendidikan Vol 6 No 2 (2026): Istifkar: Media Transformasi Pendidikan
Publisher : Sekolah Tinggi Islam Kendal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62509/ji.v6i2.439

Abstract

This study examines how family, school, and society function as interconnected educational spaces in the reproduction of moral order in contemporary Indonesia. Existing studies tend to examine these spaces separately, thus limiting understanding of how moral values are transmitted, negotiated, and transformed across various social contexts. Using a qualitative desk research approach, this study analyzes theoretical and empirical literature on the sociology of education, social reproduction, moral education, and the relationship between family, school, and society. Data were collected through documentation and analyzed using thematic analysis and critical literature synthesis. This analysis integrates Pierre Bourdieu's concepts of habitus and field, Berger and Luckmann's social construction of reality, and the perspectives of Émile Durkheim's moral education. The findings suggest that the family serves as the primary space for developing moral dispositions through daily habits and interactions; schools operate as institutional fields that legitimize, reinforce, and negotiate moral values; while society and the digital space provide broader arenas for the testing, reinterpretation, and transformation of these values. Therefore, moral order emerges through the nonlinear circulation of values across interconnected spaces, rather than through one-way transmission. This study proposes a framework of interconnected educational spaces that shifts character education from a school-centered model to an integrated family-school-community ecosystem.
A Conceptual Participatory Fiqh Learning Model Integrating Kitab Kuning and Bahtsul masail in Pesantren Lilik Aminah; Junaidi Junaidi; Ahmed Hussein Mohammed Mustafa
Istifkar: Media Transformasi Pendidikan Vol 6 No 2 (2026): Istifkar: Media Transformasi Pendidikan
Publisher : Sekolah Tinggi Islam Kendal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62509/ji.v6i2.440

Abstract

Fiqh learning in pesantren provides students with strong textual foundations through kitab kuning, yet mastery of texts does not always develop the ability to apply sources to unfamiliar legal problems. Bahtsul masail provides opportunities for contextual problem solving and deliberation, although substantive intellectual participation may remain uneven. This study aims to develop a conceptual participatory fiqh learning model that integrates kitab kuning and bahtsul masail within a structured learning cycle. The study employs a qualitative conceptual review and integrative document synthesis. The corpus consists of 24 scholarly documents published between 2018 and 2026 concerning kitab kuning learning, bahtsul masail, source use, argumentation, critical thinking, and problem solving in pesantren. Data were analyzed through an extraction matrix, thematic coding, cross-source comparison, and conceptual synthesis using productive disciplinary engagement as the primary analytical lens. The synthesis produces a seven-stage model comprising textual foundation, case formulation, ibarah tracing, group deliberation, argument testing, response formulation, and reflection-evaluation. The model positions kitab kuning as the epistemic foundation and bahtsul masail as the arena for applying knowledge. It also provides proposed indicators for case analysis, source relevance, argument quality, role distribution, epistemic participation, and response formulation. The model remains a theoretical proposition because it has not yet been empirically implemented. Future studies are required to test its feasibility and validate the proposed assessment indicators.
The Construction of Religious Moderation in Islamic Religious Education and Ethics Books for Secondary Schools/Vocational Schools Independent Curriculum Class XI: Critical Content Analysis from the Perspective of the Qur'an and Hadith Syaroful Ulum
Istifkar: Media Transformasi Pendidikan Vol 6 No 2 (2026): Istifkar: Media Transformasi Pendidikan
Publisher : Sekolah Tinggi Islam Kendal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62509/ji.v6i2.442

Abstract

Religious moderation is an important issue in Islamic education in Indonesia because religious education contributes to shaping students’ attitudes toward religious differences, social relations, and national life. Islamic Religious Education and Ethics textbooks therefore have an important role in translating moderation into religious knowledge and learning experiences. This study aims to analyze the construction of religious moderation in the Islamic Religious Education and Ethics textbook for Senior High School/Vocational School Class XI under the Independent Curriculum and examine its consistency with the principles of the Qur’an and hadith. This study employs a qualitative approach using critical content analysis. The primary source is the 2021 textbook by Abd. Rahman and Hery Nugroho. Data were analyzed through materials, Qur’anic verses, hadiths, illustrations, learning activities, questions, reflections, and evaluations using indicators of religious moderation and Islamic concepts of wasathiyyah, justice, tolerance, non-violence, and respect for human dignity. The findings show that religious moderation is present across the textbook through learning materials, Qur’anic and hadith references, examples, activities, and reflections. However, its construction is uneven. Many values remain at the level of explicit explanation and do not consistently develop into argumentative and pedagogical learning experiences. From the perspective of the Qur’an and hadith, the construction is consistent with the principles of wasathiyyah, justice, respect for diversity, and non-coercion, although further pedagogical development is needed.
Implementation of Project Based Learning through the Gallery Walk Strategy to Improve Students' Learning Activeness in Civics Education (PPKn) for Grade X Senior High School Fadli Rahdiat Gunadi; Fitri Sulastri; Galuh Candra Kirana; Sulastri Sulastri
Istifkar: Media Transformasi Pendidikan Vol 6 No 2 (2026): Istifkar: Media Transformasi Pendidikan
Publisher : Sekolah Tinggi Islam Kendal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62509/ji.v6i2.443

Abstract

Students' learning activeness in Civics Education (PPKn) is a key indicator of meaningful learning, yet classroom observation at SMA Negeri 3 Kota Tangerang Selatan showed that class X.1 students were still passive in asking and answering questions, expressing opinions, and participating in group discussion. This classroom action research aimed to describe changes in students' learning activeness in PPKn when Project Based Learning (PjBL) was implemented through the Gallery Walk strategy. The study used a classroom action research design following the Kemmis and McTaggart model, implemented in two cycles (planning, acting, observing, reflecting) with 34 students of class X.1 as subjects. Data were collected through observation and documentation, then analyzed descriptively using percentage scoring referring to Diedrich's eight learning-activity indicators. The results showed that the average learning-activeness percentage increased from 58.82% (Fairly Active) in the pre-cycle to 70.40% (Active) in Cycle I, and to 82.90% (Very Active) in Cycle II, exceeding the 80% success indicator. It is concluded that PjBL implemented through the Gallery Walk strategy was accompanied by an increase in students' learning activeness in PPKn in this class. The single-class design without a comparison group means these findings are descriptive and do not establish causal effectiveness.
Reconstructing Islamic Education Studies: Epistemological Integration through Indonesian and Pakistani Intellectual Traditions Afifa Khanam; Dini Anjani
Istifkar: Media Transformasi Pendidikan Vol 6 No 2 (2026): Istifkar: Media Transformasi Pendidikan
Publisher : Sekolah Tinggi Islam Kendal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62509/ji.v6i2.446

Abstract

This study examines the epistemological relationship between religious normativity and academic inquiry in Islamic Education Studies by comparing the intellectual traditions of Indonesia and Pakistan. The study aims to formulate an integrative epistemological framework that enables Islamic Education to maintain its religious foundations while responding to the demands of critical, empirical, and contextual academic inquiry. This study employs a conceptual library research approach by critically examining relevant books, peer-reviewed journal articles, educational policy documents, and scholarly works on Islamic epistemology and Islamic Education. The literature was selected based on relevance, academic credibility, and contribution to the study focus, then analyzed through identification, selection, critical reading, thematic grouping, and conceptual synthesis. The findings indicate that religious normativity and academic inquiry are complementary rather than oppositional. The intellectual traditions of M. Amin Abdullah, Fazlur Rahman, and Abul A'la Maududi demonstrate different but interconnected approaches to relating revelation, reason, empirical reality, ethical values, and contemporary educational needs. Based on the synthesis, this study proposes a four-dimensional epistemological model consisting of normative foundation, rational-empirical inquiry, ethical-spiritual reflection, and contextual and transdisciplinary application. The model contributes a functional framework for connecting sources of knowledge, research processes, ethical orientation, and practical application. Its implication is to strengthen Islamic Education Studies as a field that preserves Islamic identity while developing critical, evidence-based, reflective, contextual, and transdisciplinary research, curriculum, and learning.

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