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Tasqif: Journal of Islamic Pedagogy
Published by Sekolah Tinggi Agama Islam As-Sunnah
ISSN : -     EISSN : 30483565     DOI : https://doi.org/10.51590/tsqf.v3i1.80
Core Subject : Religion, Education,
Religion Other
Aim and Scope Tasqif: Journal of Islamic Pedagogy aims to advance the understanding and practice of Islamic education worldwide. The journal focuses on various aspects of Islamic education, ranging from teaching methods, curricula, and assessment to innovations in learning. The scope of the study covers formal Islamic education in schools (Fiqh, Aqidah Akhlak, Quran Hadis, History of Islamic Culture) and non-formal Islamic education in the community. Thus, Tasqif serves as a forum for academics, educators, and researchers to share ideas, findings, and best practices in the context of Islamic education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 20 Documents
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Integrasi Teknologi dalam Pendidikan Islam:: Analisis Bibliometrik dan Pemetaan Konseptual (2015-2024) Slamet Riyadi; Rozaanah; Naser Ali Abdulghani
Tasqif: Journal of Islamic Pedagogy Vol. 2 No. 2 (2025): Tasqif: Journal of Islamic Pedagogy
Publisher : ASSUNNAH PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51590/tsqf.v2i2.17

Abstract

Digital transformation in Islamic education faces dialectical challenges in maintaining the authenticity of spiritual values while integrating contemporary technological innovations. This study aims to map conceptual networks, analyze temporal trends, and identify research gaps in Islamic digital pedagogy through a comprehensive bibliometric analysis. It employs a mixed-methods approach combining a systematic literature review with bibliometric analysis using VOSviewer on 175 keywords from Scopus and Web of Science publications from 2015 to 2024. The Boolean search strategy combines Islamic education terminology with educational technology. The analysis identified three dominant clusters: Cultural-Philosophical Foundation, Tech-Driven Education, and Traditional Islamic Pedagogy. Critical findings reveal a significant disconnect between AI technological innovations (Cluster 5) and the Islamic pedagogical context (Cluster 9), with a distance coefficient of 0.23 (on a scale of 0-1, where 0 indicates a high level of connection and 1 indicates a lack of connection). The temporal evolution shows three distinct phases: Foundation Building (2015–2019), Pandemic Response (2020–2022), and AI Integration Era (2023–2024). Critical research gaps have been identified in the application of generative AI for Islamic content analysis (density 0.12 = very low), virtual reality for Islamic history education (density 0.08 = very low), and AI-assisted Arabic language learning (density 0.18 = low). Density values <0.30 indicate highly under-explored areas. Research fragmentation reveals fundamental epistemological tensions between the Islamic knowledge paradigm and secular technological frameworks. The development of an integrated theoretical framework prioritizing the principles of maqasid al-syariah in evaluating the integration of Islamic educational technology is necessary.
Evaluasi Pendidikan Perspektif Islam dan Barat: : Framework Integratif Latifatuzzahra; Shiddiqa Saelan Mumpuni; Dwi Meutia Hasni
Tasqif: Journal of Islamic Pedagogy Vol. 2 No. 2 (2025): Tasqif: Journal of Islamic Pedagogy
Publisher : ASSUNNAH PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51590/tsqf.v2i2.20

Abstract

The evaluation of Islamic education emphasizes the formation of character, spirituality, and the internalization of values, and norms. Meanwhile, the evaluation approach in the Western tradition focuses on the systematics of an educational program, the objectivity, quantitativeness, and final results of a program. This research aims to integrate these two approaches by developing an integrative framework that is comprehensive and contextual. This research is based on a qualitative methodology with a library research approach, which is to review previous literature that is in line with the topic of this study. The results obtained show that the concept of evaluating Islamic and Western perspectives has fundamental differences, but they are complementary to each other, therefore the author develops an integrative framework based on Islamic and Western evaluation models. The novelty of this research lies in the effort to unite the two evaluation paradigms to produce a model that is transformative, applicative, and by the needs of contemporary Islamic educational institutions. This research is expected to be a reference for Islamic educational institutions, which are contextual with the times, but still maintain their Islamic identity.
Model Pendidikan Islam Pada Pembelajaran Bahasa Arab Perspektif Poliglot Ahmad Zaky
Tasqif: Journal of Islamic Pedagogy Vol. 2 No. 2 (2025): Tasqif: Journal of Islamic Pedagogy
Publisher : ASSUNNAH PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51590/tsqf.v2i2.34

Abstract

This paper discusses language learning as practiced by polyglots. Developers of foreign language learning programs need to discuss this topic because polyglots are able to learn many languages effectively and efficiently. In terms of learning, polyglots have a different model of language learning than that used in general language learning. Polyglots have their own approaches, methods, and techniques. The focus of this paper is on classical and modern polyglots, who are the subjects of this research and will be discussed in this paper. They are individuals who master multiple languages. Classical and modern polyglots master multiple languages in different ways, which is certainly important and interesting to study. This paper is a qualitative study using content analysis methods aimed at producing an objective and systematic description of the content, as well as identifying patterns, themes, concepts, and models within it. Content analysis is used because there is sufficient digital data available on the internet to answer the questions posed in this paper. This paper will address the question of how the language learning models implemented by classical and modern polyglots are applied. The results of this paper are expected to be applied to modern foreign language learning and to produce a new learning model capable of achieving optimal foreign language learning with a model that the researcher calls media-centric.
Kapitalisme Digital dan Pendidikan Agama Islam:: Telaah Kritis terhadap Transformasi Nilai dan Media Pembelajaran dalam Era Disrupsi Digital Muhammad Ridha; M. Andre Irawan
Tasqif: Journal of Islamic Pedagogy Vol. 2 No. 2 (2025): Tasqif: Journal of Islamic Pedagogy
Publisher : ASSUNNAH PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51590/tsqf.v2i2.36

Abstract

The development of digital technology has created great opportunities and challenges in the world of Islamic religious education. This article aims to critically examine how digital capitalism affects the dissemination of religious content and transformation in the Islamic education system, especially in relation to scientific authority, learning methods and curriculum. This research uses a qualitative approach with a literature study method, which relies on the analysis of books, journals, online articles, and digital da'wah content. The results show that digital capitalism has shifted religious authority from traditional scholars and teachers to digital public figures, whose credibility is determined more by media popularity than scientific competence. In addition, viral religious content tends to be superficial in substance but visually appealing, causing fragmentation of religious understanding among the younger generation. In facing this challenge, Islamic education needs to restructure its pedagogical approach by strengthening digital literacy, adapting the curriculum, and redefining the role of teachers as spiritual companions and facilitators of critical thinking. This study recommends the importance of technology integration in Islamic religious education that is ethical, reflective, and based on valid scientific values.
Konsep Kurikulum dan Materi Pendidikan Islam:: Perspektif Alquran-Hadis Serta Implementasinya dalam Taksonomi Bloom Ade Muhammad Ritonga
Tasqif: Journal of Islamic Pedagogy Vol. 2 No. 2 (2025): Tasqif: Journal of Islamic Pedagogy
Publisher : ASSUNNAH PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51590/tsqf.v2i2.37

Abstract

Education requires a curriculum as the main instrument for achieving learning objectives. The curriculum is not static, but can change line with developments in educational needs. This study aims to examine the basic concepts of curriculum, particularly the Islamic education curriculum, and its implementation within the framework of Bloom's taxonomy. The study employs a literature review method with a textual analysis approach to relevant literature, such as scientific journals, academic books, and previous research findings. Data were analyzed using content analysis techniques to extract key ideas from the available sources. The results of the study indicate that the Islamic education curriculum refers to authentic sources, namely the Qur'an and Hadith, and must be integrated with the values of Islamic teachings. This curriculum possesses comprehensive and holistic characteristics, taking into account the overall development of students, while also considering individual differences in terms of needs, interests, and abilities. The curriculum material covers tauhid (monotheism), iman (faith), ihsan (benevolence), akhlak (morality), as well as science and mathematics. All of this material needs to be integrated into Bloom's three taxonomic domains: cognitive, affective, and psychomotor. These findings emphasize the importance of adaptive and integrated Islamic education curriculum design in shaping students' character and competencies holistically.
Keterampilan Dasar Guru Profesional Terhadap Kualitas Proses Pembelajaran Bagus Cahyadi; Muhammad Fahri; Jafar Sidiq; Rydan Alpin Putra; Muhammad Arwanda Lutfi; Wagiman Manik
Tasqif: Journal of Islamic Pedagogy Vol. 3 No. 1 (2026): Tasqif: Journal of Islamic Pedagogy
Publisher : ASSUNNAH PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51590/tsqf.v3i1.55

Abstract

Basic teaching skills are one of the essential factors that determine the quality of the learning process in the classroom. Teachers are not only required to master subject matter but also to possess teaching skills that support effective, interactive, and meaningful learning. This study aims to examine the concept of skills, the forms of basic teaching skills, and the impact of teachers’ basic skills on the learning process of students. This research employs a qualitative descriptive approach using a library research method by analyzing relevant literature from both general education and Islamic education perspectives. The findings indicate that basic teaching skills include skills in opening and closing lessons, explaining material, questioning, using instructional media, providing reinforcement, varying teaching strategies, guiding discussions, and managing the classroom. Mastery of these skills has a positive impact on the quality of the learning process, as reflected in improved students’ understanding, learning motivation, active participation, and the creation of a conducive learning environment. From the perspective of Islamic education, teachers’ basic skills also represent professionalism, responsibility, and the principle of itqān in fulfilling the educational mandate. Therefore, strengthening basic teaching skills is a fundamental requirement for improving the quality of the learning process in a sustainable manner. Keterampilan dasar guru memiliki peran penting dalam menentukan kualitas proses pembelajaran. Guru tidak hanya dituntut menguasai materi, tetapi juga memiliki keterampilan mengajar yang mendukung terciptanya pembelajaran yang efektif dan bermakna. Penelitian ini bertujuan untuk mengkaji pengertian keterampilan, bentuk keterampilan dasar mengajar, serta dampaknya terhadap proses pembelajaran siswa. Penelitian ini menggunakan pendekatan kualitatif deskriptif melalui studi kepustakaan dengan menelaah berbagai sumber literatur pendidikan dan pendidikan Islam. Hasil kajian menunjukkan bahwa keterampilan dasar guru meliputi keterampilan membuka dan menutup pembelajaran, menjelaskan, bertanya, menggunakan media, memberikan penguatan, variasi mengajar, membimbing diskusi, dan mengelola kelas. Penguasaan keterampilan tersebut berdampak positif terhadap peningkatan pemahaman, motivasi, keaktifan siswa, serta terciptanya proses pembelajaran yang efektif dan kondusif. Dalam perspektif pendidikan Islam, keterampilan dasar guru mencerminkan profesionalisme dan tanggung jawab dalam menjalankan amanah sebagai pendidik.
Kesadaran Etis Guru terhadap Kode Etik Profesi dalam Era Digital Muhammad Luthfi Ma'sum; M. Alif Hidayat; Shibghah Al-Mujaddidi; Dykhi Fernandez; Aditya Insani
Tasqif: Journal of Islamic Pedagogy Vol. 3 No. 1 (2026): Tasqif: Journal of Islamic Pedagogy
Publisher : ASSUNNAH PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51590/tsqf.v3i1.60

Abstract

The development of digital technology has brought significant changes to teachers’ professional practices while simultaneously presenting new challenges in the implementation of professional ethics in education. Learning processes that increasingly take place in digital environments require teachers not only to possess pedagogical competence and digital literacy but also a strong ethical awareness in applying professional codes of ethics. This study aims to analyze the level of teachers’ ethical awareness of professional codes of ethics within the context of education in the digital era. The study employs a descriptive qualitative approach combining a literature review with limited field data collection. The literature review was conducted through the examination of scholarly journals and documents on teachers’ professional codes of ethics, while field data were obtained through the distribution of questionnaires and limited interviews with teachers. This approach was adopted to gain a comprehensive understanding of teachers’ perceptions and practices regarding professional ethics in digital learning environments. The findings indicate that teachers’ ethical awareness ranges from moderate to good; however, its implementation in digital contexts continues to face various challenges. The results reveal a gap between normative understanding of professional codes of ethics and teachers’ professional practices in the use of digital media. The main challenges identified include limited understanding of digital ethics, weak professional boundaries, and the influence of school culture as well as the dynamics of technological development. Therefore, this study emphasizes the importance of strengthening teachers’ professional ethics as a foundation for professionalism and educational integrity in the digital era.
Tantangan dan Strategi Inovatif Guru SKI dalam Mengajar Kitab Khulāṣah Nūr al-Yaqīn di Madrasah Tsanawiyah Ibnu Hafid Alfarisy
Tasqif: Journal of Islamic Pedagogy Vol. 3 No. 1 (2026): Tasqif: Journal of Islamic Pedagogy
Publisher : ASSUNNAH PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51590/tsqf.v3i1.77

Abstract

This research aimed to explore the challenges inherent in teaching Islamic Cultural History (SKI) through the classical Arabic text Khulāṣah Nūr al-Yaqīn, while also examining novel strategies grounded in Pedagogical Content Knowledge (PCK) utilized by SKI instructors at MTs Al Irsyad Tengaran 7, Batu City. Employing a qualitative case study methodology, data were gathered via comprehensive interviews with SKI teachers possessing master’s degrees, alongside an analysis of instructional materials, and subsequently analyzed through thematic analysis. The results of this study identified six primary challenges: students’ historical misunderstandings, the restricted scope of textual coverage, the prevalence of lecture–translation approaches, the limited efficacy of instructional media, the substantial workload teachers face in supplementing references, and the complexities of classroom management. To surmount these obstacles, the teacher formulated four interconnected PCK -based strategies: contextual storytelling incorporating multi-classical references, the utilization of authentic visual media, interactive apperception via real-life analogies, and the elevation of teacher professionalism. Theoretically, this study strengthened the conceptualization of domain-specific PCK in teaching classical Arabic texts within the context of Islamic secondary education. Practically, the results underscored the necessity for focused teacher training, curriculum design, and additional research concerning classical text-based learning across varied madrasah settings.
Media Grafis dalam Pembelajaran dan Implikasinya terhadap Motivasi Belajar Siswa Rafif Taufiqul Hakim; Muhammad Amran; Muhammad Ridha
Tasqif: Journal of Islamic Pedagogy Vol. 3 No. 1 (2026): Tasqif: Journal of Islamic Pedagogy
Publisher : ASSUNNAH PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51590/tsqf.v3i1.79

Abstract

Abstract This study aims to explore the impact of the use of graphic media in learning on enhancing students’ learning motivation. Specifically, the study examines: (1) the influence of graphic media on students’ learning motivation, (2) factors affecting the successful implementation of graphic media in the learning process, and (3) the effectiveness of graphic media for both teachers and students in instructional activities. This study employs a qualitative approach using a literature review method. Data were obtained through the examination of various relevant written sources, including scholarly journals, books, and articles that discuss the use of graphic media in education and its effects on students’ learning motivation. The analysis was conducted to identify patterns, concepts, theories, and findings from previous studies related to the topic under investigation. The results indicate that the use of graphic media has significant potential to enhance students’ learning motivation by presenting information in a more engaging, visual, and easily comprehensible manner. Furthermore, the effectiveness of graphic media is influenced by several factors, including the alignment of the media with instructional content, teachers’ competence in utilizing the media, and students’ characteristics. These findings suggest that graphic media can be optimally employed as an instructional strategy to improve students’ learning motivation.
Thematic - Integrative Aqidah Teaching Material Model in the Independent Curriculum Maryam Pakaya; Azizah Pakaya; Mowafg Abrahem Masuwd
Tasqif: Journal of Islamic Pedagogy Vol. 3 No. 1 (2026): Tasqif: Journal of Islamic Pedagogy
Publisher : ASSUNNAH PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51590/tsqf.v3i1.80

Abstract

The implementation of the Independent Curriculum requires the development of Islamic Religious Education teaching materials that are more flexible, contextual, and focused on strengthening students' character. In the context of Aqidah subjects, the main challenge lies in maintaining the depth of theological values while adapting them to thematic and integrative learning approaches. This research aims to develop a conceptual model for formulating thematic and integrative Aqidah teaching materials aligned with the Independent Curriculum. This study uses a qualitative approach, drawing on literature enriched by conceptual-analytical analysis of Islamic education literature, thematic learning, and Independent Curriculum policies. The results of the study show that the development of thematic and integrative Aqidah teaching materials should be based on the principles of integrating faith values with contextual themes, cross-disciplinary integration, student-centered learning, and orientation toward the formation of character and competencies in the 21st century. This research produced a conceptual model of Aqidah teaching materials that places Aqidah values as the core, a thematic-integrative approach as a framework for organizing materials, and contextual learning as an implementative orientation. As a form of operationalization of the model, this study also presents an illustration of the application of thematic and integrative Aqidah teaching materials. These findings are expected to make a theoretical and practical contribution to the development of relevant, adaptive, and meaningful Islamic Religious Education teaching materials in the context of the Independent Curriculum.

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