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Engkizar
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engkizar@iisdrc.org
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+6282171342649
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muaddib@iisdrc.org
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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
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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 4 Documents
 1 
Search results for , issue "Vol. 2 No. 2 (2026): July" : 4 Documents clear
Integration of Islamic Values in Preserving Cakalele Culture as Character Education Nurul Fathinah F. Hamid; Amanan Soleman; Musa Marengke
Muaddib: Journal of Islamic Teaching and Learning Vol. 2 No. 2 (2026): July
Publisher : Muaddib: Journal of Islamic Teaching and Learning

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Abstract

This study aims to discover the forms of Cakalele cultural preservation, analyze the mechanisms of integrating Islamic educational values, and identify opportunities and challenges within the process. A qualitative case study approach was employed. Data were collected through participatory observation, in-depth interviews with teachers, students, and cultural figures, as well as documentation analysis. Data were analyzed interactively through reduction, display, and conclusion drawing, with source and method triangulation to ensure validity. Findings reveal that Cakalele preservation is implemented through extracurricular activities and school performances. The integration of Islamic values is achieved by reinterpretation of cultural symbols, such as the parang symbolizing intellectual sharpness and faith, and teamwork representing ta’awun (mutual cooperation). Opportunities include institutional commitment, community support, and students’ enthusiasm for local culture. Challenges involve perceptions linking Cakalele to pre-Islamic traditions, limited facilities, and scheduling conflicts with academic activities. This study highlights that local cultural preservation can serve as an effective medium for character education in Islamic schools, provided it is accompanied by contextual and dialogical reinterpretation. The findings contribute to curriculum development based on local wisdom and strategies for cultural communication in Islamic education.
Islamic Education Guidance Model for Students with Intellectual Disabilities to Achieve SDG 4 Sukree Langputeh; Muhammad Aliff Muqri Bin Kamal; Fauzi Akmal
Muaddib: Journal of Islamic Teaching and Learning Vol. 2 No. 2 (2026): July
Publisher : Muaddib: Journal of Islamic Teaching and Learning

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Abstract

The limited intellectual development of children with intellectual disabilities, coupled with their minimal adaptive abilities, has a direct impact on their daily lives. Therefore, Islamic religious education plays a vital role in supporting their lives. This education aims to optimally develop the potential that children with intellectual disabilities still possess, so that they can live independently and adapt to their surroundings. In Allah’s view, human beings are regarded as a whole, not divided into specific parts. This article was written to analyze the guidance model used by Islamic education teachers for students with intellectual disabilities in achieving Sustainable Development Goal 4, while also understanding the strategies teachers employ to address their special needs. This study employs a qualitative research method using a case study approach. Data were collected through observation, interviews, and documentation, then analyzed through a process of data reduction and thematic analysis using NVivo, which enabled the researcher to systematically identify patterns, themes, and categories, allowing the research findings to be presented in detail and depth. The results of the study indicate that teachers employ specific Islamic education guidance models for students with hearing impairments in achieving Sustainable Development Goal 4, particularly in developing students’ skills through habituation, practice, communication, and repeated learning sessions. This study has revealed the dominant models used by Islamic education teachers in guiding students with hearing impairments to achieve Sustainable Development Goal 4. Furthermore, the results of this study can serve as a reference for teachers who instruct students with hearing impairments.
Religious Education Model for Indigenous Children in Malaysia: An Ethnographic Study Mutathahirin Mutathahirin; Sobariah Abu Bakar; Razita Razita; Rashidi Abbas; Nuha Sufina Binti Saidi
Muaddib: Journal of Islamic Teaching and Learning Vol. 2 No. 2 (2026): July
Publisher : Muaddib: Journal of Islamic Teaching and Learning

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Abstract

Program Pembangunan Tamadun Masyarakat Asli (PETAMA) established by Yayasan Pahang in 1998, was designed to cultivate knowledgeable and capable leaders among Malaysia’s Indigenous Peoples, enabling them to achieve parity with other ethnic groups. PETAMA graduates are expected to serve as da’i and spiritual guides within their communities. This study investigates the religious and educational approaches applied in PETAMA to enhance the quality of life and spiritual awareness of the Indigenous Children subgroup of Malaysia’s Indigenous Peoples. Using a qualitative ethnographic design, data were collected through in-depth individual and group interviews with 30 PETAMA students from the Indigenous Children community. Thematic analysis was conducted using NVivo12 software. Findings reveal ten key approaches: i) formal religious education, ii) religious activities, iii) training and development of da’i, iv) spiritual counseling and mentoring, v) application of Islamic values in daily life, vi) collaboration with religious institutions, vii) formal education, viii) moral and religious education, ix) educational technology and innovation, and x) academic mentoring. These findings provide initial empirical insights into the role of PETAMA in shaping religious education among Indigenous children in Malaysia and serve as a foundation for future research on indigenous education, cultural integration, and spiritual development.
Seven Habits of Islamic Education Teachers as Role Models for Students Viona Dwi Wulandari; Zaky Habiburrahman; Burhanuddin Burhanuddin
Muaddib: Journal of Islamic Teaching and Learning Vol. 2 No. 2 (2026): July
Publisher : Muaddib: Journal of Islamic Teaching and Learning

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Abstract

Islamic Education teachers play a strategic role not only in delivering religious knowledge but also in shaping students’ character through exemplary attitudes and behavior. Their daily habits influence both the learning process and the moral and spiritual development of students. This study analyzes seven key habits of Islamic Education teachers that serve as role models for learners. The research employed a qualitative case study approach, with data collected through in-depth interviews, literature review, and classroom reflections. Thematic analysis was conducted using NVivo 12 to identify consistent behavioral patterns. The findings highlight seven essential habits: punctuality, thorough preparation of lesson materials, enthusiastic teaching, empathetic listening, consistent appreciation, continuous self-development, and exemplary conduct. These habits collectively foster discipline, motivation, confidence, and moral integrity among students. The implications of this study emphasize that adopting such habits strengthens the role of Islamic Education teachers as agents of character building. Schools and educational institutions are encouraged to integrate these practices into teachers’ daily routines to enhance both academic achievement and moral development.

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