cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Engkizar
Contact Email
engkizar@iisdrc.org
Phone
+6282171342649
Journal Mail Official
muaddib@iisdrc.org
Editorial Address
International Islamic Studies Development and Research Center (IISDRC) Jl. Enggang III No.1a, Komplek Perumahan Permata Putih Parupuk Tabing Kota Padang, Sumatera Barat. Zipcode 25171. Phone/fax: +6282171342649
Location
Kota padang,
Sumatera barat
INDONESIA
Muaddib: Journal of Islamic Teaching and Learning
Published by International Islamic Studies Development and Research Center
ISSN : -     EISSN : 3109046X     DOI : -
Core Subject :
Muaddib: Journal of Islamic Teaching and Learning is an international journal published by International Islamic Studies Development and Research Center (IISDRC), Indonesia. This journal discusses and raises various issues related to Islamic education both theoretically and practically, while also raises the issue of research in Islamic education such as: technology, curriculum, media and learning model, instruments for evaluation in Islamic education, learning development for Islamic education, and action researches. Articles will be published if they were scientifically valuables, providing new knowledge and useful for the community of Islamic education. This journal is published two a year, published in March, July and November. We were inviting scientists, researchers and professionals in the subject of Islamic education to submit their papers in our journal. Muaddib: Journal of Islamic Teaching and Learning, is currently indexed on Google Scholar, Moraref, Garuda, Crossref, Dimensions, Copernicus, and other indexing agencies.
Arjuna Subject : -
Articles 5 Documents
 1 
Search results for , issue "Vol. 2 No. 1 (2026): March" : 5 Documents clear
Implementing Religious Moderation in Social Interactions of Tobelo Society: A Qualitative Analysis Nurhayati Masani; Icksan Asry Fabanjo
Muaddib: Journal of Islamic Teaching and Learning Vol. 2 No. 1 (2026): March
Publisher : Muaddib: Journal of Islamic Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Religious moderation is a balanced, non-extreme approach to religion that respects differences. This concept encourages religious adherents to have a deep understanding of their own faith while respecting the beliefs of others. In practice, religious moderation means following religious teachings without imposing them on others, avoiding extremist or radical attitudes, and fostering harmony among fellow citizens. This study aims to analyze how religious moderation is implemented in Tobelo. The study employs a qualitative research method using a group case study approach, which describes the mechanisms of a process or relationship and provides a comprehensive overview in both verbal and numerical forms. Data collection techniques in this study include observation and interviews. The results of the study indicate that the people of Tobelo view moderation as a middle path that allows them to remain steadfast in their own beliefs while maintaining harmonious relationships with adherents of other religions. The implementation of religious moderation in Tobelo is evident in various aspects of daily life. In a social context, the people of Tobelo actively engage in interfaith interactions through community service activities, traditional ceremonies, and celebrations of major religious holidays that are often attended by people of different faiths.
AI and Cultural Sensitivity: Student Perceptions of How AI Handles Religion, Identity, and Tradition in Texts Khuloud Alouzi; Abdulrauf Atia; Sara Omran; Safa Alrumayh; Hajer Albshkar; Entisar Alatrish; Mowafg Masuwd; Bushra Alfallah
Muaddib: Journal of Islamic Teaching and Learning Vol. 2 No. 1 (2026): March
Publisher : Muaddib: Journal of Islamic Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

AI tools are increasingly used by university students to comprehend literary and cultural texts, but in Libya this use becomes sensitive when texts include religion, identity, and tradition, where misrepresentation may affect respect and classroom trust. This study aims to examine students’ perceptions of AI cultural sensitivity and the risks of bias in literature and culture learning at the University of Zawia. The study used a mixed-methods design, combining a questionnaire survey of 500 undergraduate students from the Faculties of Arts, Education, and Languages and Translation (124 males, 376 females) with semi-structured interviews with 10 lecturers. Survey findings show that AI use is common, with most students using AI at least weekly for text comprehension, cultural/historical context, writing support, and translation. Students reported moderate perceptions of AI cultural sensitivity, but high concern about misrepresentation, especially oversimplification of religious meanings, misunderstanding culture-specific terms, and biased framing. Students also showed a very strong preference for responsible-use governance, including verification practices, lecturer guidance, and AI literacy training. Faculty comparisons indicated higher perceived learning value among Languages and Translation students, while gender differences were minimal except for slightly stronger governance expectations among females. The study implies that AI can be integrated as a contextual support tool, but universities should provide clear guidelines and training to protect cultural respect and critical evaluation in sensitive topics.
A Holistic Conceptual Model of Hamka's Contemporary Islamic Educational Thought Defriyanto Defriyanto; Oki Dermawan; Satria Adi Pradana; Khadijah Khadijah
Muaddib: Journal of Islamic Teaching and Learning Vol. 2 No. 1 (2026): March
Publisher : Muaddib: Journal of Islamic Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study presents an integrative–critical narrative literature review of Hamka’s educational thought. It maps dominant elements across the literature, clarifies relationships among conceptual components, and identifies areas that remain insufficiently connected. Using an integrative critical narrative review approach, the study analyzes 14 selected articles (2020–2025) that discuss Hamka’s educational ideas from multiple thematic angles. The findings show that scholarship most consistently foregrounds akhlaq/character/ethics as the central educational aim, supported by foundational elements tawhid/creed (aqidah) and tasawuf that orient values and cultivate the inner life. Moreover, the literature outlines Islamic educational processes through the frameworks of ta’lim–tarbiyah–ta’dib and knowledge–practice–ethics, while extending the discussion through educational values derived from Tafsir Al-Azhar and socio-cultural dimensions such as nationalism and the integration of Nusantara culture. Despite its thematic breadth, however, the literature remains largely fragmented and has not yet produced a unified framework linking value foundations, educational processes, moral aims, and contextual grounding. In sum, this review offers a holistic conceptual map that systematizes relationships among the dimensions of Hamka’s educational thought and highlights the need for further research that is more operational and context-sensitive.
Quran Teachers’ Skills as Pedagogical Foundations: Conceptual and Practical Insights into Nine Competencies Engkizar Engkizar; Azhar Jaafar; Mohd Isa Hamzah; Syafrimen Syafril; Afifah Febriani; Gifa Oktavia; Ardi Satrial
Muaddib: Journal of Islamic Teaching and Learning Vol. 2 No. 1 (2026): March
Publisher : Muaddib: Journal of Islamic Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The teaching of the Quran requires teachers to master fundamental instructional skills comprehensively, as they are not merely transmitters of sacred texts but also facilitators of effective, interactive, and meaningful learning processes. Such mastery enables teachers to foster students’ motivation, improve the quality of recitation, and cultivate an emotional connection with the Quran. This study aims to examine the concept and practice of nine essential teaching skills in Quranic instruction and to explore how these skills are implemented in classroom settings. Employing a qualitative content analysis approach, data were drawn from theories, expert opinions, and the review of 120 relevant scholarly articles. Thematic analysis was conducted using NVivo 12 software. The findings highlight nine core teaching skills that Quran teachers must acquire both theoretically and practically: i) openings and ii) closures enhance attentiveness and reflection, iii) explanation and iv) questioning strengthen comprehension and critical engagement, v) reinforcement and vi) variation sustain motivation, while vii) classroom management, viii) group discussions, ix) and individualized teaching foster discipline, collaboration, and inclusivity. This study contributes theoretically by strengthening the conceptual framework of basic teaching skills within Islamic education, and practically by offering insights for teacher training, curriculum development, and policy initiatives aimed at enhancing the quality of Quranic pedagogy in Islamic educational institutions.
The Role of Philosophy of Science in Developing Students’ Critical and Creative Thinking Skills Rifadli Amin DG. M; Nurasma Ila Ismail; Mustamin Giling
Muaddib: Journal of Islamic Teaching and Learning Vol. 2 No. 1 (2026): March
Publisher : Muaddib: Journal of Islamic Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The era of disruption, marked by technological revolutions, an information explosion, and complex social dynamics, calls for the emergence of Muslim intellectuals who are not only religious but also adaptable, critical, and creative. This article aims to analyze the strategic role of the Philosophy of Science course in developing students’ critical and creative thinking patterns as a foundation for building adaptive intellectual capacity. The research employs a qualitative approach using the case study method, involving participatory observation in Philosophy of Science classes, curriculum document analysis, and in-depth interviews with fifteen students and five instructors. The research findings indicate that effective Philosophy of Science instruction serves as a metacognitive toolkit that empowers students, first to conduct critical analysis of the structure of knowledge, underlying assumptions, and the validity of arguments, whether in religious texts or contemporary issues; second, to develop intellectual creativity by formulating philosophical questions, mapping scientific problems in a multidisciplinary manner, and envisioning alternative solutions. The implications of this study indicate that the philosophy of science plays a very important role in fostering critical thinking among students, although in practice, some instructors still limit students’ thinking by relying solely on a single argument.

Page 1 of 1 | Total Record : 5

 1 

Filter by Year

2026 2026


Reset
Filter By Issues
All Issue Vol. 2 No. 2 (2026): July Vol. 2 No. 1 (2026): March Vol. 1 No. 3 (2025): November Vol. 1 No. 2 (2025): July