Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan contains scientific writings on education, Social and Religious as well as educational innovations, and educational thoughts in the form of: Education (Curriculums, Teaching and Learning, Islamic Education, Educational Technology, Psychology and Counseling, Educational Sociology, Educational Management, Basic Education, Secondary Education, Higher Education, Special Education, Educational Research Methods, Innovation in Teaching, Learning, Assessment of Teacher Training and Education, Artificial Intelligence in Education, Biology Education, Digital and Hybrid Pedagogy, Character and Values-Based Education, and Education for Sustainable Development). Social (Communication Studies, Community Empowerment, Harmony and Conflict Resolution, Social Welfare, as well as Gender and Inclusion; furthermore, it includes legal perspectives ranging from Pure Law (Normative) and Social Law (Empirical) to more specific intersections such as Socio-Educational Law and Socio-Religious Law). Religious (Moderation and Religious Pluralism: Inclusive Tolerance, Interfaith Dialogue, Radicalism vs. Moderation. Sociology of Religion: Religious Institutions, Religious Leadership, Ritual as Social Cohesion. Religious Economics and Philanthropy: Zakat, Infaq, Sedekah, and Waqf (ZISWAF), Sharia/Ethical Economics, House-Based Economic Empowerment. Religious Education: Scriptural Literacy, Moral and Ethical Education, Integration of Science and Religion. Religious Law and Ethics: Family Law, Religious Bioethics, Environmental Ethics (Ecotheology).
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79 Documents
<![CDATA[Internalizing Moral Education Values in Sufism: A Comparative Study of Al-Ghazali’s and Ibn Taymiyyah’s Thought ]]>
<![CDATA[Rahmad Fauzi Lubis]]>;
<![CDATA[Zalisman]]>;
<![CDATA[Mursal]]>;
<![CDATA[Baktiar Nasution]]>
<![CDATA[ Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan ]]>
Publisher : <![CDATA[Universitas Islam KH. Achmad Muzakki Syah Jember ]]>
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DOI: 10.53515/alqodiri.v24i2.78
<![CDATA[Contemporary Islamic education faces a persistent challenge in bridging the gap between moral knowledge and moral practice, as moral instruction often remains cognitive and formalistic without leading to meaningful character transformation. This study aims to comparatively analyze the thoughts of Imam al-Ghazali and Ibn Taymiyyah on the internalization of moral education values in Sufism, with a focus on their epistemological foundations, mechanisms of internalization, and educational implications. Employing a qualitative library research design, this study draws on primary classical texts and recent scholarly literature, analyzed through qualitative content analysis and comparative synthesis. The findings reveal that al-Ghazali conceptualizes moral internalization as a process of inward transformation grounded in tazkiyat al-nafs, spiritual discipline, and the cultivation of the heart, whereas Ibn Taymiyyah emphasizes normative alignment through the purification of tawhid, the strengthening of faith, and disciplined adherence to the Qur’an and Sunnah. While differing in methodological emphasis, both perspectives converge in viewing morality as an integrated expression of inner disposition and outward action. This study proposes a dual-process model of moral internalization that integrates inward spiritual transformation with normative discipline as a comprehensive framework for moral education. The study contributes theoretically by offering an integrative conceptual model and practically by providing a foundation for designing value-based educational practices that address the limitations of purely cognitive approaches. These findings highlight the need for a balanced educational paradigm that fosters both inner awareness and consistent moral action in contemporary Islamic education.]]>
<![CDATA[Pragmatik Kesantunan di Media Sosial;Analisis Komentar Online di Era Digital dan Implikasinya dalam Pengajaran Bahasa Indonesia ]]>
<![CDATA[Musyawir]]>;
<![CDATA[Fadilah Neyarasmi]]>
<![CDATA[ Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 1 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan ]]>
Publisher : <![CDATA[Universitas Islam KH. Achmad Muzakki Syah Jember ]]>
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DOI: 10.53515/alqodiri.v24i1.79
<![CDATA[Penelitian ini bertujuan untuk menganalisis kesantunan berbahasa dalam komentar online sebagai cerminan perubahan sosial dan tantangan komunikasi di era digital dan implikasinya dalam pengajaran bahasa Indonesia. Jenis penelitian yang digunakan adalah penelitian kualitatif dengan pendekatan deskriptif dengan desain analisis wacana pragmatik. Sumber data berupa komentar online dari platform media sosial, yakni Instagram, Twitter, dan Facebook. Data dalam penelitian ini adalah komentar-komentar yang berisi ujaran santun dan tidak santun yang ditemukan dalam unggahan (postingan) tertentu. Teknik pengumpulan data dalam penelitian ini adalah teknik observasi partisipan pasif, observasi, dan catat. Teknik analisis data yang digunakan dalam penelitian ini adalah analisis pragmatik, yang dapat dilakukan dengan langkah-langkah berikut: Identifikasi data, pilih dan kelompokkan komentar-komentar yang relevan dengan kesantunan berbahasa. Hasil penelitian menujukkan bahwa kesantunan berbahasa rendah, ditandai dominasi ujaran bald on record tanpa mitigasi, yang mengancam muka positif melalui penghinaan dan ejekan, serta muka negatif melalui pembatasan kebebasan berpendapat. Emoji juga digunakan untuk memperkuat makna sarkastik. Implikasinya, pembelajaran Bahasa Indonesia perlu mengintegrasikan kesantunan berbahasa berbasis konteks digital melalui analisis contoh autentik, guna meningkatkan literasi digital, etika komunikasi, dan kompetensi pragmatik siswa.]]>
<![CDATA[Management in Internalizing the Values of Ikhlas in Islamic Boarding Schools ]]>
<![CDATA[Syahrani]]>;
<![CDATA[Mahyuddin Barni]]>;
<![CDATA[Ahmad Khairuddin]]>
<![CDATA[ Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan ]]>
Publisher : <![CDATA[Universitas Islam KH. Achmad Muzakki Syah Jember ]]>
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DOI: 10.53515/alqodiri.v24i2.84
<![CDATA[The growing demand for character education has exposed a critical gap between the conceptual teaching of moral values and their authentic internalization in learners’ lived experiences, particularly within faith-based educational contexts. Despite the centrality of sincerity (ikhlas) in Islamic moral philosophy, there remains a lack of empirically validated and integrative models that systematically translate this value into consistent behavior and moral identity. This study aims to address this gap by developing and validating a structured, sequential model of sincerity internalization that integrates moral belief, moral participation, moral action, and experiential moral transformation. A mixed-methods approach within a quasi-experimental design was employed, involving 120 students from two Islamic boarding schools divided into experimental and control groups. Quantitative data were collected using a validated Sincerity Internalization Scale and analyzed through paired and independent sample t-tests with effect size calculation, while qualitative data were examined using thematic analysis to capture experiential change. The results indicate a statistically significant improvement in the experimental group (p < 0.001) with a large effect size (d = 1.21), demonstrating a substantial impact of the intervention. All dimensions of internalization improved consistently, with the experiential moral phase showing the highest transformation, indicating that sincerity becomes fully internalized when it evolves into an embodied and reflective moral identity. This study provides one of the first empirically validated sequential models of sincerity internalization that explicitly integrates experiential transformation as the culminating stage. By bridging the gap between moral cognition and lived moral practice, the findings offer a new paradigm for character education, shifting the focus from symbolic instruction to measurable and transformative moral development. ]]>
<![CDATA[Kiai as Local Knowledge Authority: The Genealogy of Madurese Ulama’s Role in Shaping Nusantara Islamic Studies ]]>
<![CDATA[Achmad Muzammil Alfan Nasrullah]]>;
<![CDATA[Nor Hasan]]>;
<![CDATA[Zainuddin Syarif]]>;
<![CDATA[Mohammad Muchlis Solichin]]>;
<![CDATA[Mohammad Hasan]]>
<![CDATA[ Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan ]]>
Publisher : <![CDATA[Universitas Islam KH. Achmad Muzakki Syah Jember ]]>
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DOI: 10.53515/alqodiri.v24i2.88
<![CDATA[The role of the kiai as an epistemic authority remains central in shaping Islamic knowledge within the pesantren tradition, particularly in the context of Nusantara Islam, where religion and local culture interact dynamically. This study aims to analyze how KH. Mohammad Saleh Abdullah constructs, sustains, and disseminates epistemic authority within Pondok Pesantren Mathali’ul Anwar Putri, Sumenep. Employing a qualitative case study design integrated with a genealogical approach, data were collected through in-depth interviews, participant observation, and document analysis over a two-month fieldwork period. The findings reveal four interconnected mechanisms underlying the formation of epistemic authority. First, authority is genealogically constructed through sanad continuity and reinforced by pedagogical discipline that emphasizes foundational learning. Second, kitab kuning functions as an epistemic infrastructure that organizes knowledge transmission through structured methods such as bandongan and sorogan. Third, a hybrid epistemology emerges through the integration of Islamic teachings and local Madurese cultural practices, enabling contextual adaptation without compromising doctrinal principles. Fourth, an alumni network operates as a mechanism for disseminating and reproducing epistemic authority across regions. These findings indicate that epistemic authority in the pesantren context is dynamic, relational, and continuously reproduced through the interaction of tradition, culture, and social networks. This study contributes theoretically by positioning the kiai as an active epistemic agent and introducing hybrid epistemology as a conceptual framework, while practically offering insights into the role of pesantren in fostering contextual and moderate Islamic knowledge.]]>
<![CDATA[Beyond Public Order: Implementing Social Conflict Management Policy for Resident Brawls in South Jakarta ]]>
<![CDATA[Yunidar]]>;
<![CDATA[Khasan Effendy]]>
<![CDATA[ Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan ]]>
Publisher : <![CDATA[Universitas Islam KH. Achmad Muzakki Syah Jember ]]>
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DOI: 10.53515/alqodiri.v24i2.89
<![CDATA[Metropolitan governments increasingly face a governance paradox in which institutional systems become highly responsive during episodes of urban violence while remaining comparatively fragile in preventing conflict recurrence over the long term. This study examines the implementation of social conflict management policy in handling recurring resident brawls in South Jakarta, Indonesia, with particular attention to the institutional asymmetry between crisis-response governance and preventive governance. Using a qualitative case study approach, the research involved semi-structured interviews, field observation, and document analysis conducted between October 2025 and January 2026. Participants included governmental actors, territorial administrators, security personnel, community representatives, and residents directly associated with conflict-management practices in conflict-prone urban areas. Data were analyzed thematically through an iterative interpretive process focusing on communication, resources, implementer disposition, and bureaucratic structure within policy implementation. The findings reveal that the conflict-management apparatus demonstrated strong operational capacity during escalation and short-term stabilization but lacked equally institutionalized mechanisms for sustained prevention. Communication systems, inter-agency coordination, and emergency response structures functioned effectively during visible crises, whereas preventive intervention remained fragmented, episodic, and highly dependent on localized initiative. Resource limitations, weak predictive governance systems, fragmented preventive responsibility, and crisis-oriented administrative routines collectively reinforced a reactive governance pattern in which institutional response capacity evolved more rapidly than preventive capacity. This study conceptualizes these dynamics as a reactive governance cycle, a condition in which repeated stabilization efforts unintentionally reproduce recurring conflict because long-term vulnerability remains insufficiently addressed. Theoretically, the study contributes to governance and policy-implementation scholarship by explaining how asymmetrical institutional development can sustain recurring urban violence despite the existence of formal policy frameworks and coordinated response systems. Practically, the findings highlight the importance of strengthening preventive institutionalization, predictive governance infrastructure, evidence-based early-warning systems, and integrated cross-sector intervention within metropolitan conflict management. ]]>
<![CDATA[Integrating Islamic Values into Accounting Education: Toward a Conceptual Model of Character Development and Ethical Accountability ]]>
<![CDATA[Sri Rosmalina Soejono]]>;
<![CDATA[Sarlina Sari]]>;
<![CDATA[Iswadi]]>;
<![CDATA[Nur Indah Yusari]]>
<![CDATA[ Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan ]]>
Publisher : <![CDATA[Universitas Islam KH. Achmad Muzakki Syah Jember ]]>
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DOI: 10.53515/alqodiri.v24i2.90
<![CDATA[The increasing demand for ethically responsible accounting professionals has highlighted the importance of integrating moral and spiritual values into accounting education. Although previous studies have emphasized ethics education and Islamic accounting awareness, empirical evidence explaining how the integration of Islamic values contributes to students’ character development within accounting learning remains limited. This study aims to explore the role of Islamic value integration in strengthening students’ Islamic character and to identify the challenges and strategies associated with its implementation in accounting education. An exploratory qualitative design was employed involving 15 participants consisting of accounting lecturers, final-year accounting students, and accounting practitioners. Data were collected through semi-structured interviews and analyzed using thematic analysis supported by NVivo software. The findings revealed four core Islamic values underpinning accounting learning and practice, namely amanah (trustworthiness), sidq (honesty), adl (justice), and ihsan (professional excellence). These values were integrated into learning through Quran–Hadith contextualization, ethical reflection, and case-based learning, contributing to the development of ethical responsibility, integrity, and ethical sensitivity among students. The study also identified several implementation challenges, including limited Islamic-based teaching materials, insufficient lecturer preparedness, and the absence of systematic curriculum guidelines. Furthermore, a conceptual model linking Islamic values, learning integration processes, and character development outcomes was developed. This study contributes to the accounting education literature by extending ethics education beyond predominantly secular frameworks and introducing a spiritually grounded perspective on character formation. The findings provide practical implications for curriculum development and support the design of more holistic accounting education that integrates technical competence, ethical accountability, and spiritual responsibility.]]>
<![CDATA[Tembang dolanan as a medium for internalizing children's character values in the perspective of culture-based education ]]>
<![CDATA[Seka Andrean]]>;
<![CDATA[Sutiah]]>
<![CDATA[ Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 1 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan ]]>
Publisher : <![CDATA[Universitas Islam KH. Achmad Muzakki Syah Jember ]]>
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DOI: 10.53515/alqodiri.v24i1.95
<![CDATA[Character education has become increasingly critical in addressing the moral and social challenges faced by children in the era of globalization and digital transformation, where cultural disconnection and declining social values are evident. This study aims to analyze tembang dolanan as a medium for internalizing children’s character values within the framework of culture-based education and to explain the mechanisms underlying this process. Using a qualitative approach with a systematic library research design, this study examines 42 scholarly sources related to cultural pedagogy, character education, and local wisdom. The analysis employs qualitative content analysis through coding, categorization, and thematic synthesis. The findings reveal that tembang dolanan functions as a culturally embedded pedagogical medium that facilitates the internalization of values such as religiosity, cooperation, discipline, responsibility, honesty, and creativity. This process occurs through four interconnected mechanisms: repetition, emotional engagement, social interaction, and experiential learning. Based on these findings, the study proposes the Cultural-Experiential Internalization Model (CEIM), which conceptualizes value internalization as a dynamic interaction between cultural input, learning processes, and character outcomes. The study concludes that tembang dolanan is not merely a cultural artifact but a relevant and adaptive educational resource that can support holistic character development when integrated into modern educational practices. This research contributes theoretically by offering an integrative conceptual model and practically by providing a foundation for developing culturally responsive character education strategies.]]>
<![CDATA[Merekonstruksi Manajemen Pembelajaran Islam di Era Digital: Sinergi antara Teknologi, Guru, dan Spiritualitas ]]>
<![CDATA[Qomariyah]]>;
<![CDATA[Nur Aisyah]]>
<![CDATA[ Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan ]]>
Publisher : <![CDATA[Universitas Islam KH. Achmad Muzakki Syah Jember ]]>
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DOI: 10.53515/alqodiri.v24i2.97
<![CDATA[Transformasi digital yang berlangsung secara masif dalam dunia pendidikan telah menciptakan paradoks baru dalam sistem pembelajaran Islam, di mana peningkatan efisiensi teknologi sering kali diikuti oleh melemahnya interaksi humanistik, refleksi spiritual, dan orientasi etik dalam proses pendidikan. Sebagian besar diskursus global mengenai digital learning masih didominasi pendekatan techno-centric yang menempatkan teknologi sebagai pusat transformasi pendidikan, sementara dimensi spiritualitas dalam pembelajaran digital masih relatif terpinggirkan, khususnya dalam konteks pendidikan Islam. Penelitian ini bertujuan merekonstruksi manajemen pembelajaran Islam di era digital melalui pengembangan kerangka konseptual integratif yang mensinergikan teknologi digital, transformasi peran guru, pedagogi adaptif, dan spiritualitas dalam satu ekosistem pembelajaran yang holistik. Penelitian menggunakan pendekatan kualitatif berbasis Systematic Literature Review (SLR) yang dikombinasikan dengan analisis konseptual kritis. Data diperoleh dari Scopus, ERIC, Crossref, Dimensions, Google Scholar, dan jurnal terakreditasi pada rentang tahun 2021–2026. Melalui tahapan seleksi berbasis PRISMA, sebanyak 48 artikel utama dianalisis menggunakan thematic content analysis dengan dukungan NVivo 14. Hasil penelitian menunjukkan bahwa sebagian besar lembaga pendidikan Islam masih berada pada tahap digital adaptation, di mana teknologi lebih banyak dimanfaatkan sebagai instrumen administratif dibandingkan sebagai medium transformasi pedagogis dan spiritual. Penelitian ini juga menemukan bahwa digitalisasi pendidikan tanpa fondasi spiritual berpotensi menghasilkan depersonalisasi pembelajaran dan melemahnya pembentukan karakter peserta didik. Berdasarkan sintesis konseptual, penelitian ini menghasilkan model “Spiritually Grounded Digital Learning Ecosystem” yang menempatkan spiritualitas sebagai fondasi etik dalam transformasi pembelajaran digital Islam. Model ini memperluas diskursus digital pedagogy dengan menghadirkan spiritualitas bukan sekadar sebagai nilai pendukung, tetapi sebagai basis epistemologis dalam pengembangan pendidikan Islam di era transformasi digital global]]>
<![CDATA[Strategic Leadership of Kyai in Traditional Islamic Educational Institutions: Dynamics of Adaptation and Transformational Challenges in Salaf Islamic Boarding Schools ]]>
<![CDATA[Dian Zulfafatul Iman]]>;
<![CDATA[Jazilur Rahman]]>
<![CDATA[ Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan ]]>
Publisher : <![CDATA[Universitas Islam KH. Achmad Muzakki Syah Jember ]]>
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DOI: 10.53515/alqodiri.v24i2.99
<![CDATA[The accelerating expansion of digital disruption, institutional accountability, and global educational competition has generated profound challenges for faith-based educational institutions, particularly in maintaining religious authenticity while simultaneously developing adaptive and sustainable governance systems. Within traditional Islamic boarding schools (pesantren salaf), these tensions position the kyai not merely as a symbolic religious authority, but as a strategic actor responsible for negotiating institutional continuity, organizational transformation, and educational resilience. Despite the growing literature on pesantren modernization, existing studies remain largely dominated by descriptive and techno-centric perspectives that insufficiently explain how charismatic-theological authority is strategically reconstructed into adaptive institutional governance. This study therefore aims to critically examine the strategic leadership of the kyai at Nurul Qodim Islamic Boarding School and to analyze the dynamics of adaptation and transformational challenges within traditional Islamic educational institutions. Employing a qualitative approach grounded in an interpretive paradigm, this research adopted a single-case study design involving in-depth interviews, participant observation, and institutional document analysis. Participants consisted of kyai, administrators, senior ustaz, alumni, dormitory administrators, and santri selected through purposive sampling. The findings reveal that the strategic leadership of the kyai operates through an integrated hybrid governance system combining charismatic-theological authority, professional educational management, adaptive-transformative leadership, indigenous-transformative values, and collaborative governance mechanisms. The study further demonstrates that institutional transformation within salaf Islamic boarding schools does not occur through the displacement of tradition, but through the strategic reconstruction of religious legitimacy and local cultural values into adaptive institutional capital. Theoretically, this study proposes the concepts of Theo-Managerial Hybridity and Hybrid Resilience as alternative non-Western frameworks for understanding organizational transformation and sustainability within faith-based educational institutions. More broadly, the findings contribute to the global discourse on educational leadership by demonstrating that institutional resilience within traditional religious organizations can emerge through strategic cultural hybridization rather than through secularization or the erosion of spiritual authority.]]>
<![CDATA[Implementasi Media Spinning Wheel Interaktif Untuk Meningkatkan Daya Ingat (Memori Kognitif) Pada Pembelajaran Akidah Akhlak Siswa Di Madrasah Tsanawiyah Negeri 2 Muaro Jambi ]]>
<![CDATA[Meli Dwi Handayani]]>;
<![CDATA[Siti Ubaidah]]>;
<![CDATA[M. Thontawi]]>
<![CDATA[ Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan ]]>
Publisher : <![CDATA[Universitas Islam KH. Achmad Muzakki Syah Jember ]]>
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DOI: 10.53515/alqodiri.v24i2.101
<![CDATA[Penguatan memori kognitif dalam pembelajaran pendidikan agama Islam menjadi isu yang semakin penting dalam lanskap pendidikan kontemporer, terutama karena pembelajaran Akidah Akhlak tidak hanya menuntut pemahaman konseptual, tetapi juga kemampuan siswa dalam mempertahankan, mengingat kembali, dan menginternalisasikan nilai-nilai moral secara berkelanjutan. Namun, praktik pembelajaran di madrasah masih sering didominasi pendekatan ceramah dan hafalan pasif yang kurang memberikan ruang bagi aktivitas retrieval dan keterlibatan kognitif siswa secara aktif. Penelitian ini bertujuan untuk menganalisis implementasi media spinning wheel interaktif sebagai bentuk retrieval-based gamified learning dalam meningkatkan daya ingat atau memori kognitif siswa pada pembelajaran Akidah Akhlak di MTs Negeri 2 Muaro Jambi. Penelitian menggunakan pendekatan Penelitian Tindakan Kelas dengan model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus melalui tahap perencanaan, tindakan, observasi, dan refleksi. Partisipan penelitian terdiri atas 16 siswa kelas VII yang dipilih secara purposive berdasarkan rendahnya kemampuan recall dan partisipasi belajar siswa. Data dikumpulkan melalui tes daya ingat, observasi, wawancara, angket, dan dokumentasi pembelajaran, kemudian dianalisis menggunakan statistik deskriptif, persentase ketuntasan, analisis N-Gain, dan analisis interaktif kualitatif. Hasil penelitian menunjukkan bahwa implementasi media spinning wheel interaktif secara signifikan meningkatkan kemampuan recall, keterlibatan belajar, dan retensi konsep siswa. Nilai rata-rata siswa meningkat dari 63,50 pada pra-siklus menjadi 74,25 pada Siklus I dan mencapai 81,63 pada Siklus II, dengan ketuntasan klasikal meningkat dari 12,50% menjadi 87,50%. Nilai N-Gain sebesar 0,51 menunjukkan peningkatan pada kategori sedang, namun secara pedagogis menunjukkan penguatan retrieval memory yang substantif. Penelitian ini memperluas kajian retrieval practice ke dalam konteks pendidikan agama Islam dengan menunjukkan bahwa gamifikasi tidak hanya berfungsi sebagai strategi peningkatan motivasi belajar, tetapi juga sebagai mekanisme penguatan memori kognitif dan internalisasi nilai moral dalam pembelajaran berbasis nilai.]]>
