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Engkizar
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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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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 19 Documents
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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.
Students’ Pursuit of Knowledge in Islam: Framework for Character Education from Quran and Hadith Nuha Sufina Binti Saidi; Mutathahirin Mutathahirin; Nur Akashah Binti Zulkefli; Dasrizal Dasrizal
Muaddib: Journal of Islamic Teaching and Learning Vol. 1 No. 3 (2025): November
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Abstract

Seeking knowledge is a fundamental obligation in Islam that encompasses intellectual, moral, and spiritual dimensions, positioning learning as both an educational process and an act of worship. This study aims to analyze the concept and practice of students’ pursuit of knowledge in Islam and to construct an Islamic educational framework for character formation. Using a qualitative approach with the living Quran and Hadith method, data were drawn from the Quran, Hadith, scholarly interpretations, expert opinions, and previous studies published in reputable international journals. Thematic analysis was conducted through Miles and Huberman’s interactive technique to identify recurring patterns and values. The findings reveal six essential concepts and practices for students in seeking knowledge: sincere intention for Allah, ethics toward teachers, diligence and perseverance, reliance on Allah, avoidance of sinful acts, and supplication. These elements highlight the integration of spirituality, ethics, and discipline in Islamic pedagogy. The study concludes that these six principles provide a practical framework for Islamic character education, offering guidance for educators and institutions to cultivate students with noble character and integrity in diverse educational contexts.
Interreligious Coexistence in Islam: Implications for Islamic Education and the Achievement of SDGs Gulzhaina K. Kassymova; Engkizar Engkizar; Mustafa Tevfik Hebebci; Yerassyl K. Talgatov
Muaddib: Journal of Islamic Teaching and Learning Vol. 1 No. 3 (2025): November
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Abstract

The practice of interreligious coexistence in Islam holds significant relevance for Islamic education, particularly in shaping tolerant, just, and inclusive character within multicultural societies. Islam, as a religion that emphasizes peace and justice, provides a normative foundation for curriculum development and educational practices that encourage learners to respect differences, build harmonious relations with adherents of other faiths, and understand the rights and obligations among religious communities. This study aims to analyze the practice of interreligious life from an Islamic perspective with a focus on its implications for Islamic education. Employing a qualitative approach, data were collected from 20 informants consisting of academics, education practitioners, and community leaders through in-depth interviews. The data were analyzed thematically using NVivo 12 software to identify key patterns and themes. The findings reveal four major aspects: respect for each religion’s principles, universal justice without discrimination, inclusive social relations between Muslims and non-Muslims, and equality of rights and obligations among religious groups. The implications highlight that Islamic values can serve as a normative framework for strengthening multicultural-based Islamic education and fostering tolerance, while simultaneously contributing to the achievement of the Sustainable Development Goals (SDGs), particularly quality education (SDG 4), reduced inequalities (SDG 10), peace and justice (SDG 16), and global partnerships (SDG 17).
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
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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
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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
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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
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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.
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
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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
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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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