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Islamic Journal of Teaching and Learning
Published by Sekolah Tinggi Agama Islam Kuningan
ISSN : -     EISSN : 3090112X     DOI : https://doi.org/10.59784/jtlm
Core Subject : Religion, Education, Social,
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other
Islamic Journal of Teaching and Learning focuses on publishing scholarly articles related to the development of theories, practices, and innovations in Islamic education. This journal serves as a platform for researchers, academics, and practitioners to explore teaching and learning issues within the context of Islamic studies across various educational levels. Scope 1. Islamic Education and Learning - Islamic education curriculum - Methods, models, and strategies of teaching Islamic Education (PAI) - Instructional media and technology based on Islamic values - Development of learning materials and assessment in Islamic education 2. Teacher Development in Islamic Education - Professionalism of Islamic Education teachers - Training, supervision, and quality improvement of teachers - Pedagogical, social, spiritual, and professional competencies of teachers 3. Islamic Studies in Educational Practice - Integration of Islamic values in the learning process - Implementation of Islamic character education - Approaches to religious moderation in education 4. Management and Policy in Islamic Education - Management of Islamic educational institutions - Formulation and implementation of Islamic education policies - Quality assurance, curriculum management, and Islamic learning environments 5. Innovation and Digital Transformation in Islamic Education - E-learning and digitalization of Islamic education - Use of digital platforms in Islamic Education learning - Technological innovations in Islamic educational practices 6. Learner Studies in Islamic Education - Learner development from an Islamic perspective - Character, learning motivation, and spirituality of learners - Islamic counseling and guidance 7. Classroom Action Research (CAR) in Islamic Education - CAR focused on improving Islamic Education learning - Implementation of Islamic teaching methods and media in classroom research
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 19 Documents
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The Influence of Using YouTube Media on Accuracy in Pronunciation of the Hijaiyyah Mahasiswa Letters Biology Anggia Putri
Islamic Journal of Teaching and Learning Vol. 2 No. 1 (2026): Islamic Journal of Teaching and Learning
Publisher : Sekolah Tinggi Agama Islam Kuningan (STAIKuningan)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59784/pghh9443

Abstract

Backround: Biology students face substantial challenges in accurately pronouncing Arabic hijaiyyah letters due to minimal phonological exposure and absence of equivalent sounds in Indonesian.Objective: This study evaluated the comparative effectiveness of audiovisual media versus conventional instruction in enhancing hijaiyyah pronunciation accuracy among Biology students.Method: This study employed a quantitative approach using a quasi-experimental design with a pretest-posttest control group configuration.Thirty third-semester Biology students at UIN Sunan Gunung Djati Bandung participated in a quasi-experimental study with pretest-posttest control group design. Participants were randomly assigned to experimental (audiovisual media, n=15) and control (conventional instruction, n=15) groups. The experimental intervention featured animated articulatory demonstrations and native speaker models. Assessment comprised oral tests of 28 hijaiyyah letters, structured observations, and documentation, analyzed using paired and independent t-tests. The experimental group's pronunciation accuracy increased from 52.67% to 78.33% (48.71% gain), substantially exceeding the control group's improvement from 50.87% to 58.40% (14.80% gain). Independent sample t-test confirmed significant differences (t=9.086, p<0.001).Findings and Implications: Experimental participants demonstrated superior performance across all pronunciation dimensions, particularly makharijul huruf accuracy (1.20-point advantage). Audiovisual media represents a significantly more effective pedagogical approach than traditional methods for developing Arabic pronunciation competence among science students.Conclusion: These findings support systematic integration of multimedia instruction in Arabic language curricula designed for non-linguistic majors, potentially transforming pronunciation pedagogy across diverse disciplinary contexts.
Innovation of Audio Visual Teaching Materials Based on Animated Videos as Edupreneur Development at SDN Karangrejo II Purwosari Ikhlasud Dafa; M. Khusni Mubarak
Islamic Journal of Teaching and Learning Vol. 2 No. 1 (2026): Islamic Journal of Teaching and Learning
Publisher : Sekolah Tinggi Agama Islam Kuningan (STAIKuningan)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59784/kjpa7x55

Abstract

Background: The rapid development of educational technology demands innovative audio-visual teaching materials that not only support learning processes but also foster edupreneurship from an early age. In elementary schools, the limited use of creative digital media often hinders the development of students' creativity and entrepreneurial awareness. Objective: This study aims to develop animated video-based audio-visual teaching materials as a form of learning innovation and edupreneurship development at SDN Karangrejo II Purwosari. Method: The research employed a Research and Development (R&D) method using a systematic development model consisting of needs analysis, product design, development, validation, and limited trials. The research subjects included teachers and elementary school students at SDN Karangrejo II Purwosari. Findings and Implications: The main product of this study is an animated video-based audio-visual teaching material designed to be educational, engaging, and economically valuable. The results show that the developed product is feasible for use, as indicated by expert validation results in terms of content, media, and instructional design, as well as positive responses from users. Conclusion: The developed teaching material contributes to learning innovation and supports educational development by integrating creativity, technology, and educational value in elementary education.
Character Education from an Islamic Perspective as a Foundation for Ethical and Responsible Citizenship Muhammad Jailani
Islamic Journal of Teaching and Learning Vol. 2 No. 1 (2026): Islamic Journal of Teaching and Learning
Publisher : Sekolah Tinggi Agama Islam Kuningan (STAIKuningan)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59784/zs4m8z23

Abstract

Background : In the contemporary global context, rapid social change driven by globalization and technological advancement has generated ethical challenges such as moral degradation and declining civic responsibility. Objective : Therefore, this study examines character education from an Islamic perspective as a foundation for fostering ethical and responsible citizenship. Method : Using a qualitative library research approach, the study analyzes and synthesizes scholarly literature published between 2020 and 2025 from peer-reviewed journals indexed in SINTA and Scopus, with a focus on key concepts of Islamic character education, particularly the integration of faith (iman), knowledge (‘ilm), and righteous action (‘amal salih), and their implications for moral development and civic behavior. Findings and Implications : The findings indicate that Islamic character education offers a comprehensive value-based framework that integrates spiritual, moral, and social dimensions of education, contributing to the formation of individuals with strong moral awareness, ethical conduct, and social responsibility.Theoretically, this study contributes to the discourse on character and citizenship education by articulating an Islamic normative framework that complements and enriches predominantly secular models of ethical citizenship. Practically, it provides insights for the development of educational curricula and civic education programs that promote moral integrity, social cohesion, and responsible civic engagement in pluralistic societies. Conclusion : The study concludes that Islamic character education constitutes a relevant and viable foundation for developing ethical and responsible citizenship in both national and global contexts.
Eco-Calligraphy: Utilizing Cardboard Waste As A Medium For Edupreneurship At Mi Al-Hidayah Lailatul Lutfiyah; Risa Igrit Alita
Islamic Journal of Teaching and Learning Vol. 2 No. 1 (2026): Islamic Journal of Teaching and Learning
Publisher : Sekolah Tinggi Agama Islam Kuningan (STAIKuningan)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59784/ywfcrw35

Abstract

Background: This study aims to describe the utilization of cardboard waste as eco-calligraphy media in entrepreneurship-based learning at MI Al-Hidayah. The study is motivated by the limited creativity of students in processing waste materials and the lack of learning activities that integrate artistic, economic, and environmental values in madrasa education. Objective: This study aims to describe the utilization of cardboard waste as eco-calligraphy media in entrepreneurship-based learning at MI Al-Hidayah. Method: This study employed a descriptive qualitative approach involving 18 sixth-grade students of MI Al-Hidayah over a one-month period. Data were collected through observation, interviews, and documentation to obtain an in-depth understanding of the learning process and outcomes. Findings and Implications: The findings indicate that transforming cardboard waste into eco-calligraphy enhances students' creativity, independence, and skills in producing works with aesthetic and economic value. In addition, this activity increases students' awareness of environmental sustainability through recycling practices and responsible waste management. The implementation of eco-calligraphy also supports the integration of spiritual, social, and entrepreneurial values in learning. Conclusion: The use of cardboard waste as eco-calligraphy media is an effective alternative for developing entrepreneurship-based learning in madrasa settings and has the potential to support sustainable and creative learning practices in broader educational contexts.
Epistemic Injustice in Islamic Religious Education: A Critical Literature Review in the Digital Media Context Syahri Harendi
Islamic Journal of Teaching and Learning Vol. 2 No. 2 (2026): Islamic Journal of Teaching and Learning
Publisher : Sekolah Tinggi Agama Islam Kuningan (STAIKuningan)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59784/39ywp261

Abstract

The rapid development of digital technology has significantly transformed how religious knowledge is accessed, produced, and disseminated among students. In the context of Islamic Religious Education (IRE), this transformation raises critical concerns regarding epistemic authority, credibility, and the validation of religious knowledge sources in digital environments. This study aims to analyze the phenomenon of epistemic injustice in Islamic education within the digital era, particularly focusing on the shifting relationship between teachers, students, and digital media. This research employs a qualitative approach using a critical literature review method. Data were collected from reputable academic databases such as Scopus, Google Scholar, and SINTA-indexed journals, with inclusion criteria focusing on publications from 2015–2025 related to epistemic injustice, Islamic education, and digital media. Thematic analysis was employed to identify recurring patterns, conceptual relationships, and epistemological implications. The findings reveal three major forms of epistemic injustice the shift of epistemic authority from teachers to digital platforms, the delegitimization of teachers as credible religious knowledge sources, and he fragmentation of students’ religious understanding due to unverified and algorithm-driven digital content. The study’s novelty lies in integrating epistemic injustice theory with Islamic epistemological principles such as tabayyun (verification) and tafakkur (critical reflection) as conceptual solutions for strengthening epistemic literacy in Islamic Religious Education in the digital era.
Strategies for Developing Holistic Learning Environments in Islamic Education: A Library Research Review Difa Rahma Melati
Islamic Journal of Teaching and Learning Vol. 2 No. 1 (2026): Islamic Journal of Teaching and Learning
Publisher : Sekolah Tinggi Agama Islam Kuningan (STAIKuningan)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59784/8cc3sb84

Abstract

Modern education faces growing challenges, including academic pressure, digital media exposure, and moral decline, which demand a strategic rethinking of learning environments. In Islamic education, the goal is to develop insan kamil individuals who are intellectually capable, spiritually grounded, and morally upright. However, existing practices often prioritize cognitive achievement while neglecting spiritual and psychological dimensions. This study aims to analyze strategies for developing holistic learning environments that integrate spiritual and psychological aspects within Islamic educational settings. A qualitative library research method was employed, utilizing content analysis to systematically examine books, journal articles, and academic sources from relevant databases. The findings reveal that effective holistic learning environments are established through six interconnected strategies: integrative curriculum design linking religious and general knowledge, structured classroom management fostering emotional safety, spiritually enriched physical settings, value-based school culture grounded in akhlaq al-karimah, cultivation of emotional intelligence aligned with Islamic principles of self-purification, and active collaboration among schools, families, and communities. These findings imply that a balanced integration of spiritual values and psychological well-being is essential for holistic student development. Educational institutions should adopt this integrated framework to produce students who are academically competent, emotionally stable, and spiritually grounded.
Implementation of Authentic Assessment by Teachers in the Independent Curriculum for English Reading Skills at SMAN 16 Makassar Pidia Warahma; Hikma Patika Sari; Dzulqarnain Dzulqarnain Rahmat
Islamic Journal of Teaching and Learning Vol. 1 No. 2 (2025): Islamic Journal of Teaching and Learning
Publisher : Sekolah Tinggi Agama Islam Kuningan (STAIKuningan)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59784/xpnj8x52

Abstract

This study aims to explore the implementation of authentic assessment in English reading instruction based on the Independent Curriculum (Kurikulum Merdeka) through semi-structured interviews with an English teacher at SMAN 16 Makassar. Employing a qualitative descriptive design, data were collected through a semi-structured interview instrument comprising eight open-ended questions, audio-recorded and transcribed manually for thematic analysis. Using a qualitative descriptive approach, this study explores the teacher's understanding, the types of tasks used, student engagement, challenges faced, and their alignment with curriculum objectives. The results indicate that the teacher implemented authentic assessment primarily through oral reading activities, vocabulary development, and performance-based observations. These strategies reflect language use in real contexts and support student-centered learning. Despite facing challenges such as students' pronunciation difficulties due to regional dialects, the teacher implemented adaptive strategies such as repetition, inclusive feedback, and the use of flexible assessment tools such as rubrics and stopwatches. The study concludes that although the current implementation is still rudimentary, the practice aligns with the principles of the Independent Curriculum, which emphasize flexibility, engagement, and competency-based assessment. This study highlights the importance of implementing contextual and inclusive assessment to meaningfully improve students' reading skills. It is recommended that teachers diversify authentic assessment tasks by incorporating reading journals, portfolios, and peer review activities to more comprehensively evaluate students' reading competencies in line with the Independent Curriculum.
Epistemological Synthesis of Hadith Thaharah and WASH Acceleration Framework in Islamic School Sanitation Education Lubna Lutfia; Norhayati Norhayati; Muhammad Hambal Shafwan
Islamic Journal of Teaching and Learning Vol. 2 No. 2 (2026): Islamic Journal of Teaching and Learning
Publisher : Sekolah Tinggi Agama Islam Kuningan (STAIKuningan)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59784/shqkmm06

Abstract

Background: The global school sanitation crisis that is far from the 2030 WASH target is driving the need for more effective alternative approaches. In a majority Muslim society such as Indonesia, the concept of taharah in the hadith of the Prophet Muhammad  has the potential to become the normative foundation of school sanitation education, but it has never been studied integratively with the international WASH framework. Objective: Analyze the conceptual content of the sahih hadith, map its correspondence with  the components of the WASH in Schools Acceleration Framework 2024–2030, and formulate an integrative conceptual framework as the foundation of Islamic value-based sanitation education. Methods: Descriptive-analytical literature research with an integrative review approach . Primary data is sourced from the hadith books of mu'tabar (Al-Lu'lu' wal Marjan, Mukhtashar Saheeh Bukhari-Muslim, Nailul Authar). Data collection was carried out through takhrij al-hadith and systematic literature review based on the PRISMA 2020 protocol. Analysis includes eye analysis, directed content analysis, interpretive synthesis, and source triangulation. Results: Takhrij identified 38 sanitation-related sahih/hasan hadiths classified into six thematic clusters corresponding to six WASH components: safe drinking water, proper sanitation, hand hygiene, menstrual hygiene management, waste management, and changes in hygiene behavior. This study resulted in the Thaharah-WASH Integrative Conceptual Framework (T-WIF). Implications: The T-WIF framework can be operationalized through the revision of the fiqh thaharah curriculum in Islamic schools, advocacy of sanitation infrastructure based on religious arguments, and the development of sustainable behavior change models in the Islamic education environment to support the achievement of SDG 6 in 2030.
The Implementation of Teacher Role Modeling in Aqidah Akhlak Learning at Islamic Junior High School Ikhlasud Dafa; Ahmad Ma’ruf
Islamic Journal of Teaching and Learning Vol. 2 No. 2 (2026): Islamic Journal of Teaching and Learning
Publisher : Sekolah Tinggi Agama Islam Kuningan (STAIKuningan)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59784/p30fck29

Abstract

Background: Teacher role modeling is a fundamental approach in Islamic education because students tend to imitate the attitudes and behaviors demonstrated by teachers during the learning process. Based on Bandura’s social learning theory, moral values are effectively internalized through observation and imitation of positive role models. Objective: This study aims to analyze the implementation of teacher role modeling in Aqidah Akhlak learning at MTs Miftahul Khoir Karangrejo, including its forms, students’ responses, and the supporting and inhibiting factors. Method: This research employed a qualitative descriptive approach. Data were collected through classroom observations, semi-structured interviews with one Aqidah Akhlak teacher and eight students, and documentation of learning activities. Findings and Implications: The findings indicate that teacher role modeling was reflected in discipline, polite communication, responsibility, and respectful interaction. Students responded positively, showing improved moral understanding and learning motivation. However, exemplary practices had not been systematically integrated into lesson planning. Supporting factors included the teacher’s consistent personality and a conducive classroom environment, while limited instructional time and diverse student characteristics became major challenges. Conclusion: Teacher role modeling effectively supports students’ moral character development. Integrating exemplary practices into lesson planning and teacher professional development is recommended to strengthen character education in Islamic schools.

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