Al Arsy: Journal of Education, Management and Islamic Thought
Al Arsy: Journal of Education, Management and Islamic Thought (AJEMIT) E ISSN 3124 4726, is a peer reviewed academic journal published by PT. Sulthan Journal Publisher. The journal is committed to disseminating high-quality scholarly works derived from both empirical research and theoretical studies in the fields of Education, Management, and Islamic Thought. AJEMIT serves as an academic forum for scholars, researchers, educators, and practitioners to exchange ideas and contribute to the advancement of scientific knowledge, particularly in areas where educational studies, managerial sciences, and Islamic intellectual traditions intersect. The scope of this journal encompasses a wide range of topics, including educational theory and practice, curriculum development, learning innovations, assessment and evaluation, technology-enhanced learning, Islamic education, and character formation. In the field of management, AJEMIT includes studies related to general management theories and practices, educational management, leadership in educational and Islamic institutions, human resource development, quality assurance, strategic planning, organizational development, and financial management grounded in Islamic principles. The journal also embraces various dimensions of Islamic thought, covering theology, philosophy, Qur’anic and Hadith studies, Islamic law and jurisprudence, Islamic civilization, cultural studies, and contemporary Islamic discourse.
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53 Documents
<![CDATA[STRATEGI GURU TAHFIDZ DALAM MENGOPTIMALKAN KEMAMPUAN MENGHAFAL Al-QUR’AN SISWA MI. MIFTAHUL ULUM ]]>
<![CDATA[Mahmadatul Choiriyah]]>;
<![CDATA[Luluk Zahro Maulidiya]]>;
<![CDATA[Nisrina Huwaida]]>;
<![CDATA[Devy Habibi Muhammad]]>
<![CDATA[ Al Arsy: Journal of Education, Management and Islamic Thought Vol. 2 No. 4 (2026): Agustus ]]>
Publisher : <![CDATA[PT. Sulthan Journal Publisher ]]>
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<![CDATA[This study aimed to determine the effectiveness of tahfidz teachers' strategies in optimizing the Qur'an memorization abilities of third-grade students at MI Miftahul Ulum. The research employed a Classroom Action Research (CAR) method conducted in two cycles, consisting of planning, action, observation, and reflection stages. The participants were 15 students enrolled in the Qur'an memorization program. The strategies implemented included the talaqqi method, scheduled muraja'ah, individual memorization submission, intensive mentoring, small-group learning, as well as motivation and reward systems. Data were collected through observation, interviews, memorization tests, and documentation, then analyzed quantitatively and qualitatively. The findings revealed a significant improvement in students' Qur'an memorization abilities in each cycle. The success rate increased from 52.9% in the pre-cycle stage to 70% in Cycle I and reached 92.9% in Cycle II. The improvement was reflected in students' memorization fluency, accuracy in tajwid and makharij al-huruf, muraja'ah ability, as well as motivation and discipline. Therefore, the tahfidz teachers' strategies proved effective in optimizing the Qur'an memorization abilities of third-grade students at MI Miftahul Ulum.]]>
<![CDATA[IMPLEMENTASI PENANAMAN NILAI-NILAI KARAKTER ISLAMI DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM PADA SISWA SMK: STUDI KUALITATIF DESKRIPTIF ]]>
<![CDATA[Fadhlika Cahya Ningrum]]>
<![CDATA[ Al Arsy: Journal of Education, Management and Islamic Thought Vol. 2 No. 4 (2026): Agustus ]]>
Publisher : <![CDATA[PT. Sulthan Journal Publisher ]]>
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<![CDATA[This study aims to describe the implementation of Islamic character values through Islamic Religious Education (IRE) learning among students at SMK PI Ambarrukmo 1 Sleman. This research employed a qualitative approach with a descriptive design. Data were collected through classroom observations of the learning process and documentation of activities in grades X, XI, and XII. Data analysis was conducted using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings reveal that Islamic character values are integrated into learning activities through various instructional methods, such as lectures, discussions, question and answer sessions, projects, presentations, role play, and religious habituation. These habituations include greetings, prayers, congregational Dhuhr prayer, ablution practice, Qur’an reading, and memorization of prayer recitations. Islamic education teachers also serve as role models in shaping students’ character. However, some students were found to be less serious and not fully engaged in these practices. Therefore, the internalization of Islamic character values requires continuous guidance and collaboration within the school environment. ]]>
<![CDATA[THE EFFECTIVENESS OF UMMI METHOD IN ENHANCING GHARIB AND TAJWID SKILLS: A QUASI-EXPERIMENTAL STUDY AT TPQ NURUL JADID PASURUAN ]]>
<![CDATA[Nanda Ni'matul Nabilla]]>;
<![CDATA[Khoirun Nasihin]]>
<![CDATA[ Al Arsy: Journal of Education, Management and Islamic Thought Vol. 2 No. 4 (2026): Agustus ]]>
Publisher : <![CDATA[PT. Sulthan Journal Publisher ]]>
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<![CDATA[This study examines the effectiveness of the Ummi Method in improving students' gharib (rare Qur'anic readings that deviate from general rules) and tajwid (rules of Qur'anic pronunciation) skills at TPQ Nurul Jadid Winongan Pasuruan. Qur'anic learning at TPQ often faces challenges in teaching these two crucial components. The Ummi Method presents a structured learning system with emphasis on direct method, repetition, and direct correction. This quasi-experimental research employed a pretest-posttest control group design with 72 students divided into experimental and control groups. Data collection included observation, in-depth interviews, documentation, and standardized reading assessments. The findings reveal that: (1) the Ummi Method implementation followed five standard stages: murojaah, talqin (imitation), individual reading-listening, direct correction, and evaluation; (2) the experimental group showed significantly higher post-test scores in both tajwid (M=82.8, SD=3.5) and gharib (M=76.2, SD=4.1) compared to the control group (tajwid M=78.4, SD=4.7; gharib M=71.2, SD=5.3), with t-test results indicating significant differences at p<0.05; (3) the Ummi Method proved effective in improving both skills, evidenced by tajwid score increase from 72.5 to 82.8 (experimental group), gharib score increase from 65.0 to 76.2, and effect size (Cohen's d) of 1.04 for tajwid and 1.16 for gharib. This research contributes empirically to the effectiveness of the Ummi Method in Qur'anic education and provides practical implications for TPQ institutions in improving the quality of Qur'anic reading instruction. This research contributes to the literature on Qur'anic education by providing comprehensive empirical evidence of the Ummi Method's effectiveness in improving both gharib and tajwid skills simultaneously.]]>
