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Majid Fahri
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Al-Alim: Jurnal Pendidikan Agama Islam
Published by Penerbit Presisi Pustaka
ISSN : -     EISSN : 31100392     DOI : https://doi.org/10.65118/alim.v1i1.3
Core Subject : Religion, Education,
Religion Education Other
Al Alim, Jurnal Pendidikan Agama Islam is a high-quality open-access peer-reviewed research journal published by Penerbit Presisi Pustaka in Collaboration with Institut Studi Islam al-Amin (INSIA) Indramayu Indonesia. Al Alim, Jurnal Pendidikan Agama Islam is the leading journal in Islamic educational institutions concerning Islamic education. The journal promotes research and scholarly discussion concerning Transformative Islamic Education in Academic disciplines and Institutions, focusing on the advancement of scholarship in both formal and non formal education. Topics might be about Islamic educational studies in madrasah (Islamic schools), and pesantren (Islamic boarding schools).
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 43 Documents
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A Conceptual Analysis of the Scientific Method: Assessing the Distinction Between Method and Methodology in Islamic Religious Education (PAI) Research Tiara Khairunnisa; Faiz Nur Fauzan; Dian Febriyanti; Muhammad Ilham Hidayat; Kafiya Rahima Syahidah
Al-Alim: Jurnal Pendidikan Agama Islam Vol. 2 No. 3 (2026)
Publisher : Penerbit Presisi Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65118/alim.v2i3.63

Abstract

Islamic Religious Education (PAI) plays an essential role in shaping students’ character and morality. However, in practice, research in the field of PAI is often still limited to approaches that are overly normative and dogmatic, leaving little room for dialogue with dynamic social realities. One of the root problems that frequently arises among academics is conceptual confusion in distinguishing between method and methodology, as these two terms are often used interchangeably. Consequently, the validity and quality of PAI research designs are compromised. This study aims to conceptually analyze the fundamental differences between methods and methodology, while also formulating their hierarchical relationship using a literature review (library research) design. Based on an analysis of the literature on methodology by Indonesian experts and relevant journals, it is concluded that methodology serves as the philosophical foundation or “architect” of a study, whereas a method is a technical, operational tool that carries out data collection in the field. A structured understanding of both is absolutely necessary so that PAI research is not merely technically sound but also has a strong epistemological foundation.
The Influence of the "Kullu Insan Huna Mudarrisun" Learning Method on Arabic Language Learning Outcomes Among Grade XI Students at MAN 2 Jambi City Abdul Hakim Febridalsyah; Warissuddin Soleh; Helmun Jamil; Eva Iryani
Al-Alim: Jurnal Pendidikan Agama Islam Vol. 2 No. 3 (2026)
Publisher : Penerbit Presisi Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65118/alim.v2i3.64

Abstract

Arabic language instruction in *madrasahs* (Islamic schools) continues to face various challenges, most notably low student engagement, which negatively impacts learning outcomes. This study aims to analyze the effect of implementing the *Kullu Insan Huna Mudarrisun* method on the Arabic language learning outcomes of eleventh-grade students at MAN 2 Jambi City, specifically regarding the topics of *Jumlah Ismiyah* (nominal sentences) and *Jumlah Fi'liyah* (verbal sentences). The study employs a quantitative approach with a one-group pretest-posttest design. The sample consists of 36 students, selected using a purposive sampling technique. Data were collected through learning achievement tests administered before and after the intervention. Data analysis was conducted using the Shapiro-Wilk normality test and the Wilcoxon Signed-Rank Test. The results indicate a significance value of 0.026 (p < 0.05) in the Wilcoxon test, demonstrating a significant effect of the *Kullu Insan Huna Mudarrisun* method on students' Arabic language learning outcomes. Twenty-nine students showed an improvement in their scores following the intervention, while seven students experienced a decline. These findings suggest that the *Kullu Insan Huna Mudarrisun* method is effective in enhancing students' understanding, engagement, and participation in Arabic language learning. Consequently, this method can serve as an alternative instructional strategy that supports active, learner-centered education.
A Comparative Analysis of Teaching Methods in Islamic Religious Education: Strengths, Weaknesses, and Their Relevance to 21st-Century Learning Jainal Jainal; Dimas Wahyu Ramadhan; Ruslan Ruslan
Al-Alim: Jurnal Pendidikan Agama Islam Vol. 2 No. 3 (2026)
Publisher : Penerbit Presisi Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65118/alim.v2i3.66

Abstract

The development of 21st-century learning requires Islamic Religious Education (PAI) to focus not only on the mastery of religious knowledge but also on the development of critical thinking, creativity, communication, collaboration, and problem-solving skills. Selecting appropriate learning methods is therefore an important factor in meeting these demands. This study aims to comparatively analyze the strengths and weaknesses of various Islamic Religious Education learning methods and examine their relevance to the characteristics of 21st-century learning. This study employs a qualitative approach using the Systematic Literature Review (SLR) method. The research data were obtained from relevant scholarly articles discussing Islamic Religious Education learning methods and 21st-century learning, which were subsequently analyzed using a descriptive-comparative approach. The findings indicate that each learning method has different characteristics, strengths, and limitations. The lecture method is relatively effective for delivering learning materials systematically but has limitations in promoting student engagement. The discussion method better supports communication, collaboration, and critical thinking skills. Meanwhile, problem-based and project-based learning methods demonstrate stronger relevance to 21st-century learning demands because they encourage students to develop critical thinking, creativity, collaboration, communication, and problem-solving skills. Therefore, no single learning method can be considered the most effective for all Islamic Religious Education learning contexts. The use of varied and contextual learning methods is a more relevant strategy for developing Islamic Religious Education that is adaptive to the demands of 21st-century learning.

Page 5 of 5 | Total Record : 43

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