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Siti Nurul Hidayah
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INDONESIA
Al Irfan : Jurnal Ilmu Pendidikan dan Penelitian
Published by STIT Sunan Sunan Giri Trenggalek
ISSN : 30896800     EISSN : 30897300     DOI : 10.64877
Core Subject :
Al Irfan Jurnal Ilmu Pendidikan dan Penelitian is a peer reviewed open access academic journal that encompasses a diverse range of disciplines. The primary objective of the journal is to disseminate high quality research within the fields of education and social sciences concentrating on both theoretical and scientific research. The journals scope comprises contemporary issues and trends related to teaching and learning educational curricula teaching methodologies and policies teacher education teacher training and various themes pertinent to education and social sciences. Furthermore it encourages multidisciplinary research that integrates various fields including social sciences linguistics science technology and associated disciplines. The journal welcomes the submission of original research articles literature reviews case studies and other relevant academic contributions. Each submitted manuscript will be subjected to a double blind review process to maintain the quality and integrity of the published works. As such this journal serves as a critical platform for disseminating innovative research that plays a significant role in advancing knowledge and education on both national and international scales. The journal is published twice a year in April and October by the Department of PGMI Pendidikan Guru Madrasah Ibtidaiyah at the Faculty of Tarbiyah STIT Sunan Giri Trenggalek East Java Indonesia.
Arjuna Subject : -
Articles 36 Documents
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RECONSTRUCTING MEANINGFUL TRANSFORMATIVE ISLAMIC RELIGIOUS EDUCATION LEARNING AT SMP NEGERI 2 YOGYAKARTA Mu'minin, Nashrul; Mowafg Abrahem Masuwd; Yang Zi; Adhi Setiawan; Naufal Bani Fauzan; Farandika Nanda Pratama; Muhammad Shidiq; Sovia
Al Irfan : Jurnal Ilmu Pendidikan dan Penelitian Vol. 2 No. 02 (2026): Oktober
Publisher : IAI Sunan Giri Trenggalek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64877/alirfan.v2i02.65

Abstract

This study examines the meaningfulness of Islamic Religious Education (IRE) learning, which tends to emphasize content mastery and cognitive achievement over religious reflection and value internalization. The study aims to analyze the construction of meaning in IRE learning and formulate directions for reconstructing a more integrative and transformative approach at SMP Negeri 2 Yogyakarta. A qualitative approach with a case study design was employed. Participants comprised two IRE teachers, Dwi Budiningsih and M. Gioaldi Afriadi, and six students purposively selected as two representatives from each of Grades VII, VIII, and IX based on their active participation in classroom learning and religious activities. Data were collected through in-depth interviews, classroom observations, and analysis of curriculum and instructional documents. Data analysis involved coding mapping, data reduction, data display, and conclusion drawing and verification based on Miles, Huberman, and Saldaña, with qualitative interpretation informed by Creswell’s principles of qualitative case study research. The findings indicate that content-oriented instruction and cognitive assessment remain dominant, limiting reflection, value internalization, and connections between learning and students’ lived experiences. Therefore, IRE reconstruction requires a contextual, reflective, integrative, and student-centered approach
IMPLEMENTING THE TPACK FRAMEWORK IN ONLINE PRIVATE QUR'ANIC LEARNING FOR YOUNG ADULTS IN NON-FORMAL ISLAMIC EDUCATION Hadziq, Muhammad Fadhil; Nadya Artika Maulani; Lu'lu' Salamah; Muhammad Aqil Abror; Mohd Naufal Alfayyadh; Abdi Putra Mahfudi
Al Irfan : Jurnal Ilmu Pendidikan dan Penelitian Vol. 2 No. 02 (2026): Oktober
Publisher : IAI Sunan Giri Trenggalek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64877/alirfan.v2i02.166

Abstract

The rapid development of digital technology has transformed Qur'anic learning into online environments. However, many online Qur'anic learning practices remain technology-oriented without effectively integrating technology, pedagogy, and instructional content. This study aimed to analyze the implementation of the Technological Pedagogical Content Knowledge (TPACK) framework developed by Punya Mishra and Matthew J. Koehler in online private Qur'anic learning for young adults at a non-formal Qur'anic Learning Institution (pseudonym). This qualitative case study involved one online Qur'anic instructor. Data were collected through in-depth interviews, observations of Google Meet learning sessions, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña. Data trustworthiness was ensured through source and method triangulation and member checking. The findings reveal that all seven TPACK components were implemented in an integrated manner. The instructor utilized Google Meet, PowerPoint, recording features, and WhatsApp to support synchronous and asynchronous learning. Learner-centered pedagogy was implemented through individualized Iqra' and talaqqi methods, flexible pacing, immediate corrective feedback, and continuous progress evaluation. Tajwid, tahsin, and makhārij al-ḥurūf were taught through demonstrations, repetitive practice, and gradual scaffolding. The integration of technology, pedagogy, and content supported interactive learning and teacher–learner communication. According to the instructor's observations, learners demonstrated improvements in Qur'anic reading fluency and accuracy during the learning process, while digital platforms facilitated opportunities for practice beyond synchronous sessions. The study concludes that online Qur'anic learning depends on the instructor's ability to integrate technology, pedagogy, and content according to learners' individual needs.
DIGITALISASI PENDIDIKAN, KESENJANGAN SOSIAL EKONOMI, DAN CAPAIAN BELAJAR SISWA INDONESIA: ANALISIS SEKUNDER PISA 2022 Riskayani; Cahyo Adi Nugroho
Al Irfan : Jurnal Ilmu Pendidikan dan Penelitian Vol. 2 No. 02 (2026): Oktober
Publisher : IAI Sunan Giri Trenggalek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64877/alirfan.v2i02.186

Abstract

Indonesia has expanded the use of digital technology in education, yet learning outcomes remain low. This study examines the joint pattern of academic achievement, socio-economic inequality, and digital learning exposure among Indonesian 15-year-old students. It uses a descriptive-comparative secondary-data design based on OECD PISA 2022 country reports, complemented by a structured narrative synthesis of 20 peer-reviewed journal articles published between 2018 and 2025. Indonesian indicators are compared with OECD averages and interpreted through prior evidence on ICT use, digital divide, and learning outcomes. Indonesian students scored 366 in mathematics, 359 in reading, and 383 in science, compared with OECD averages of 472, 476, and 485. Only 18%, 25%, and 34% reached at least Level 2 in the respective domains. Meanwhile, the mathematics gap between the most advantaged and disadvantaged national socio-economic quartiles was 34 points, compared with 93 points across OECD countries, and socio-economic status explained only 6% of mathematics-score variation. Digital learning exposure was relatively high: 67% of Indonesian students used digital tools for learning for at least one hour per day at school, above the OECD average of 55%. The study identifies a low-performance equity paradox: a relatively narrow socio-economic achievement gap and high digital exposure coexist with low absolute proficiency. Its novelty lies in integrating achievement level, socio-economic compression, and digital-use intensity in one interpretive framework. Policy should move beyond device access toward purposeful use, digital competence, teacher integration, and evaluation of learning quality.
INTEGRATING ISLAMIC RELIGIOUS EDUCATION AND EXPERIENTIAL LEARNING TO STRENGTHEN STUDENTS’ PROSOCIAL CHARACTER: AN INTEGRATIVE COMPARATIVE LITERATURE REVIEW OF INDONESIA AND MALAYSIA Kuncoro, Irfan; Khairul Aiman Wan Mokhtar, Wan
Al Irfan : Jurnal Ilmu Pendidikan dan Penelitian Vol. 2 No. 02 (2026): Oktober
Publisher : IAI Sunan Giri Trenggalek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64877/alirfan.v2i02.187

Abstract

Islamic Religious Education (IRE) is expected to develop not only religious knowledge but also students’ moral and social dispositions. However, a persistent gap remains between understanding religious values and translating them into prosocial action. This study examines how experiential learning can strengthen students’ prosocial character through IRE from Indonesian and Malaysian perspectives. Using an integrative comparative literature review, peer-reviewed studies and relevant scholarly sources on Islamic education, experiential learning, character education, and prosocial behaviour were purposively selected, with priority given to recent literature and comparative studies from both countries. The sources were analysed through thematic content analysis and interpretative comparison. The synthesis indicates that experiential learning can function as a mechanism of value internalization by connecting Islamic moral principles with concrete social experience, reflection, meaning-making, and action. The literature also shows that Indonesia and Malaysia share a strong orientation toward religious and character formation, although curriculum structures, institutional arrangements, and pedagogical practices differ. The study proposes an integrative framework: Islamic Values → Social Experience → Reflective Meaning-Making → Prosocial Action. This framework positions empathy, helping, cooperation, solidarity, and social responsibility as observable outcomes of experiential IRE. The study contributes a comparative conceptual model for more socially transformative Islamic education and recommends empirical testing across schools in Indonesia and Malaysia.
CRITICAL STUDY OF THE CONTENT OF AL-QUR’AN AND HADITH MATERIAL AT ELEMENTARY, MIDDLE, AND HIGH SCHOOL LEVELS IN THE ISLAMIC RELIGIUS EDUCATION CURRICULUM Roiha Anah, Dhiya; Ika Dian Nur Rizki; Nasifah Dereh; Muhammad Nurhalim
Al Irfan : Jurnal Ilmu Pendidikan dan Penelitian Vol. 2 No. 02 (2026): Oktober
Publisher : IAI Sunan Giri Trenggalek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64877/alirfan.v2i02.188

Abstract

Islamic Religious Education (PAI) is a key component of primary and secondary schooling in Indonesia, with the Qur'an and Hadith as its foundational sources of knowledge and values. This study analyzes the vertical progression of Qur'an and Hadith content across elementary, junior high, and senior high school, examining its continuity, development, and differences. Using a qualitative document analysis design, it examines selected PAI curriculum documents and textbooks at the three levels, comparing them across six dimensions: textual mastery, comprehension, interpretation, contextualization and application, critical thinking and reflection, and interdisciplinary connections. The findings show an observable but uneven progression. Elementary content emphasizes reading, basic tajwid, memorization, and simple moral messages. Junior high shifts toward understanding meanings and messages and applying them in daily life. Senior high expands toward broader interpretation, contextualization, and issues of science, technology, the environment, justice, and social responsibility. However, progression is not consistently linear: some topics recur without proportional gains in conceptual depth, and opportunities for critical engagement and interdisciplinary connections remain uneven. The study contributes a vertical analytical mapping of Qur'an and Hadith content, showing that curriculum progression entails not only adding more complex topics but also deepening interpretation, contextual application, reflection, and cross-field connections. The findings underscore the need to strengthen continuity and gradually increase cognitive and contextual demands across PAI curriculum levels.
THE PROVERB "AJINING DIRI SAKA LATHI" AS A JAVANESE ETHICAL HERITAGE IN AN ISLAMIC PERSPECTIVE Muhammad Ar Rafi Yahya
Al Irfan : Jurnal Ilmu Pendidikan dan Penelitian Vol. 2 No. 02 (2026): Oktober
Publisher : IAI Sunan Giri Trenggalek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64877/alirfan.v2i02.195

Abstract

This study examines the ethical significance of the Javanese proverb Ajining Diri saka Lathi and its relationship to Islamic speech ethics. It addresses three questions concerning the meaning of the proverb within Javanese culture, the conceptualization of speech ethics in Islamic teachings, and the ethical convergences and differences between the two frameworks. This qualitative library research employs a comparative ethical-hermeneutic approach. The Javanese data comprise Ajining Diri saka Lathi and scholarly sources addressing Javanese ethics, communication practices, dignity, respect, and social harmony. The Islamic data comprise relevant Qur'anic verses, Prophetic hadiths, and classical and contemporary works of tafsīr and Islamic scholarship. The data were analyzed through identification, thematic categorization, contextual interpretation, comparison, and synthesis. The findings reveal substantial convergence between the two traditions in associating speech with moral character and emphasizing self-restraint, respect for others, and social harmony. However, the comparison also identifies a significant difference in their normative foundations and scope of accountability. In the Javanese sources examined, the ethical consequences of speech are primarily articulated through personal dignity, social recognition, and harmonious interpersonal relations. Islamic speech ethics encompass these concerns while extending them to a transcendental dimension in which speech is subject to divine evaluation and accountability before Allah and in the hereafter. The study contributes to the discussion of local wisdom and Islamic ethics by demonstrating how Javanese speech ethics can be placed in dialogue with Islamic teachings while preserving the distinct cultural and theological foundations of each tradition.

Page 4 of 4 | Total Record : 36

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