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Ar-Fachruddin: Journal of Islamic Education
Published by Zamron Presindo
ISSN : -     EISSN : 30630932     DOI : https://doi.org/10.7401/
Core Subject : Religion, Education, Social,
Religion Education Social Sciences
Ar-Fachruddin: Journal of Islamic Education covers a broad range of topics, including Qur’an- and Hadith-Based Islamic Education, Innovation in Islamic Education, Islamic Education and Science, Islamic Education and Social Transformation, Deradicalization in Islamic Education, Gender and Islamic Education, Comparative Studies in Islamic Education, Pesantren Education, Madrasah Education, Islamic Education Curriculum, Philosophy of Islamic Education, Islamic Education Policy, Leadership in Islamic Education, and Prominent Figures in Islamic Education.
Arjuna Subject : Seni dan Humaniora - Studi Agama
Articles 24 Documents
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Improving Creative Thinking SkillsThrough Learning Cycle 5E Lessons of Akidah Akhlak at SMP Muhammadiyah 1 Surabaya Thaariq Achmad Novandra; Aldo Redho Syam; Anita Puji Astutik
Ar-Fachruddin: Pendidikan Agama Islam Vol 1 No 2 (2024): Ar-Fachruddin: Journal of Islamic Education
Publisher : CV. Zamron Pressindo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.7401/hk6bg356

Abstract

Research Objective: This study aims to describe the creative thinking skills of students at SMP Muhammadiyah 1 Surabaya, explain the 5E Learning Cycle approach in teaching Aqidah Akhlak, and analyze the improvement of creative thinking skills through this approach in Aqidah Akhlak lessons. Methodology: The research employs a qualitative descriptive method. Data were collected through interviews, field observations, and documentation, then analyzed using data reduction, data display, and conclusion-drawing techniques. Findings: The study found that students' creative thinking skills were initially low before implementing the 5E Learning Cycle approach. After applying this approach, which consists of five stages—engagement, exploration, explanation, elaboration, and evaluation—there was a significant improvement in students' creative thinking skills, including fluency, flexibility, originality, and detail in Aqidah Akhlak lessons. Research Implications/Limitations: This study highlights the importance of implementing the 5E Learning Cycle approach to enhance students' creative thinking skills. However, the study is limited to the context of SMP Muhammadiyah 1 Surabaya and requires further validation in different educational settings for broader generalization. Originality/Value: This research provides a novel contribution by demonstrating that the 5E Learning Cycle approach can be an effective method for developing students' creative thinking skills in Aqidah Akhlak lessons. It is highly relevant to support 21st-century educational needs, which emphasize higher-order thinking skills.
Improving Learning Outcomes in Islamic Cultural History Through the Reciprocal Teaching Model at MTs Nurul Islam Wuluhan Jember Edi Santoso
Ar-Fachruddin: Pendidikan Agama Islam Vol 1 No 2 (2024): Ar-Fachruddin: Journal of Islamic Education
Publisher : CV. Zamron Pressindo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.7401/cfdzfm94

Abstract

Research Objective-This study aims to improve student learning outcomes in the subject of Islamic cultural history through the implementation of the reciprocal teaching model at MTs Nurul Islam Wuluhan Jember. Method-The research employed classroom action research conducted in three cycles. Each cycle included planning, action implementation, observation, and reflection stages. Data were collected through observations of student and teacher activities as well as learning outcome tests. Findings-The implementation of the reciprocal teaching model showed a significant improvement in students' learning outcomes. The classical success percentage increased from 42.5% in the pre-test to 57.5% in the first cycle, 85% in the second cycle, and reached 90% in the third cycle. Student activities also demonstrated enhancement, with more active engagement in the learning process. Implications/Limitations- This study reveals that the reciprocal teaching model is effective in improving students' learning outcomes and engagement. However, the research is limited to a single subject and school, making it less generalizable to other contexts. Originality/Value- This study provides practical contributions by adapting the reciprocal teaching method for Islamic cultural history education, offering guidance for teachers in creating more interactive learning environments that foster students' critical thinking skills.
Continuing Professional Development (CPD) Models for Islamic Education Teachers in Malaysia and Indonesia Abdul Hakim Abdullah; Munawir Munawir
Ar-Fachruddin: Pendidikan Agama Islam Vol 2 No 1 (2025): Ar-Fachruddin: Journal of Islamic Education
Publisher : CV. Zamron Pressindo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.7401/awyn7j56

Abstract

Research Objective – This study aims to examine and compare the models of Continuing Professional Development (CPD) for Islamic education teachers in Malaysia and Indonesia, focusing on their implementation, challenges, and opportunities in enhancing teacher professionalism in the era of globalization and digital education. Methodology – Employing a qualitative comparative case study approach, the research involved semi-structured interviews, document analysis, and limited observations in Islamic secondary schools. Data were collected from 40 participants, including teachers, school leaders, policymakers, and CPD facilitators from both countries. Thematic analysis and policy comparison were used to identify structural patterns and contextual insights. Findings – The study reveals that Malaysia applies a structured, tiered CPD framework with strong institutional support, digital integration, and collaborative school cultures. In contrast, Indonesia’s CPD implementation faces fragmentation, limited contextual adaptation, and infrastructural gaps—especially in rural areas. Both countries encounter resistance to pedagogical change, particularly among Islamic Education teachers rooted in traditional teaching models. Research Implications/Limitations – While offering valuable comparative insights, the study is limited by its qualitative scope and focus on selected institutions. Further research could extend to other Islamic education contexts and evaluate long-term CPD impacts on teaching quality and student learning. Originality/Value – This study contributes original empirical data on CPD in Islamic education, highlighting culturally responsive strategies and institutional models that can inform education policy and professional development frameworks across Muslim-majority countries.
The Impact of Minecraft-Based Gamification on Islamic Education Learning Outcomes: Evidence from a Santichon Islamic School (SIS) Bangkok Thailand Abdunrorma Sama alee; Busahdiar Busahdiar; Salmiati Salmiati
Ar-Fachruddin: Pendidikan Agama Islam Vol 2 No 1 (2025): Ar-Fachruddin: Journal of Islamic Education
Publisher : CV. Zamron Pressindo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.7401/2q4s5135

Abstract

Research Objective – This study aims to evaluate the effectiveness of gamified learning media utilizing Microsoft Minecraft in enhancing student learning outcomes in Islamic education at Santichon Islamic School, Bangkok, Thailand. The research addresses the need for innovative pedagogical approaches to improve student engagement and performance in religious education, particularly among digital-native learners. Methodology – Employing a quasi-experimental quantitative design, the study involved 50 students divided equally into experimental and control groups. The experimental group received instruction through Minecraft-based gamified media, while the control group followed conventional teaching methods. A pre-test and post-test were administered, and the data were analyzed using paired and independent sample t-tests via SPSS to assess learning gains and inter-group differences. Findings – The results indicated a statistically significant improvement in the experimental group’s post-test scores compared to the control group (p < 0.01). Students in the Minecraft group demonstrated higher engagement and a mean learning gain more than double that of the control group. These findings confirm the positive impact of gamification on cognitive learning outcomes in Islamic education. Research Implications/Limitations – This study highlights the pedagogical potential of integrating gamified digital tools in Islamic curricula. However, the research was limited to one institution and short-term assessment. Broader studies across diverse settings and longer durations are needed. Originality/Value – The study contributes to the limited empirical literature on gamification in Islamic education, offering evidence-based insight into the effectiveness of Minecraft as a digital instructional tool in religious learning environments.
The Relationship Between the Intensity of Deep Dialogue Use and Students’ Motivation in Fiqh Learning at MTs Al–Marzuqin Pekanbaru Syahraini Tambak; Firdaus Firdaus; Musaddad Harahap; Desi Sukenti
Ar-Fachruddin: Pendidikan Agama Islam Vol 2 No 1 (2025): Ar-Fachruddin: Journal of Islamic Education
Publisher : CV. Zamron Pressindo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.7401/dn82fe73

Abstract

Research Objective – This study aims to examine the relationship between the intensity of deep-dialogue-based instruction and students’ motivation in learning fiqh at MTs Al-Marzuqin Pekanbaru. It seeks to address the motivational challenges commonly found in traditional Islamic jurisprudence education. Methodology – Employing a quantitative correlational design, the study involved 60 eighth-grade students who had experienced dialogical fiqh instruction for one semester. Data were collected using validated Likert-scale questionnaires measuring deep dialogue intensity and student motivation, grounded in Self-Determination Theory. Descriptive statistics, Kolmogorov–Smirnov normality tests, and Pearson correlation analysis were used for data analysis. Findings – The findings revealed a high level of dialogical engagement (M = 78.45) and student motivation (M = 81.12). The Pearson correlation test showed a strong and statistically significant positive relationship between the two variables (r = 0.698, p < 0.001). This suggests that the more frequently and meaningfully deep dialogue is used in fiqh instruction, the higher the students’ motivation tends to be. Research Implications/Limitations – The study highlights the pedagogical value of integrating deep-dialogue methods in Islamic education to foster motivation. However, it is limited to a single institution and does not account for long-term learning outcomes. Originality/Value – This research contributes to the growing body of literature advocating for dialogical pedagogy in religious education by empirically demonstrating its motivational benefits. It also bridges classical Islamic teaching traditions (al-ḥiwār) with contemporary psychological theories, offering a culturally grounded and evidence-based instructional model
Evaluating the Effectiveness of Kahoot as an Interactive Assessment Tool in Teaching Islamic Cultural History Zulkifli Zulkifli; Muhammad Muzakki
Ar-Fachruddin: Pendidikan Agama Islam Vol 2 No 1 (2025): Ar-Fachruddin: Journal of Islamic Education
Publisher : CV. Zamron Pressindo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.7401/pw8qpk83

Abstract

Research Objective – This study evaluates the effectiveness of Kahoot!, a game-based learning platform, as an interactive assessment tool in Islamic Cultural History (Sejarah Kebudayaan Islam, SKI) for fifth-grade students at MI Al-Kautsar, Sorong. Methodology – A quasi-experimental, non-randomized pretest–posttest control design was applied over four weeks (N = 53; experimental n = 27; control n = 26). Both groups received the same pretest and posttest aligned to the SKI curriculum. Descriptive statistics and paired and independent-samples t-tests were employed to examine learning gains. Findings – Both groups improved, but the experimental group achieved a larger mean gain (+20.67) than the control (+10.31), a statistically significant difference. The pattern of results suggests that Kahoot!’s real-time feedback, low-stakes competition, rapid pacing, and student-centered interface increased motivation and engagement, thereby accelerating content mastery in a text- and history-oriented subject. Effectiveness was consistent across baseline levels, indicating robustness of the observed treatment effect in typical classroom conditions. Results were educationally meaningful overall. Research Implications/Limitations – For PAI teachers, Kahoot! is suitable for formative assessment to activate prior knowledge, monitor in-lesson understanding, and consolidate learning. Effective use entails alignment with SKI objectives, a mix of recall and higher-order items, team modes, item-level analytics, and brief reflective tasks. Limitations include a single site, modest sample, short duration, and absence of qualitative data. Originality/Value – This study offers context-specific evidence from an Indonesian madrasah that technology-mediated assessment can modernize Islamic elementary education without compromising religious values, meeting the needs of digital-native learners while delivering measurable gains.
Integrating Edpuzzle into Islamic Education: A Quantitative Analysis of Student Engagement and Learning Outcomes at SDIT Nurul Ilmi Jambi M Syukri Ismail; Ulfa Adilla; Selvia Nelis
Ar-Fachruddin: Pendidikan Agama Islam Vol 2 No 1 (2025): Ar-Fachruddin: Journal of Islamic Education
Publisher : CV. Zamron Pressindo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.7401/2s5a6159

Abstract

Research Objective – This study aims to examine the impact of integrating Edpuzzle, an interactive video learning tool, on student engagement and learning outcomes in Islamic Education (PAI) at SDIT Nurul Ilmi Jambi. Methodology – A quantitative quasi-experimental design was employed with non-equivalent control groups. Two fifth-grade classes participated: one using Edpuzzle (experimental) and the other traditional instruction (control). Data were collected through pre-tests, post-tests, and engagement questionnaires. Statistical analyses included descriptive statistics and independent t-tests. Findings – The results indicated that students in the Edpuzzle group outperformed the control group in both learning outcomes (M = 84.3 vs. 75.8, p < 0.001) and engagement (total engagement score M = 4.31 vs. 3.76, p < 0.001). Significant improvements were observed across behavioral, emotional, and cognitive dimensions of engagement. Research Implications/Limitations – The study supports the integration of interactive video tools in PAI to enhance engagement and academic achievement. However, the findings are limited to one school with a small sample size, and future research should explore broader contexts and diverse student populations. Originality/Value – This study provides empirical evidence of the effectiveness of Edpuzzle in Islamic education settings, offering practical insights for educators aiming to modernize pedagogy through technology without compromising religious content. It contributes to the discourse on digital transformation in Islamic education in Indonesia.
Project-Based Learning and Self-Efficacy as Predictors of Students’ Motivation in Aqidah Learning Nur Mubin; Nur Fikriyatul Hasanah
Ar-Fachruddin: Pendidikan Agama Islam Vol 2 No 1 (2025): Ar-Fachruddin: Journal of Islamic Education
Publisher : CV. Zamron Pressindo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.7401/s3ew2f57

Abstract

Research Objective – This study aimed to examine the predictive influence of Project-Based Learning (PjBL) and self-efficacy on students’ learning motivation in the subject of aqidah at the Madrasah Ibtidaiyah level. The research was designed to bridge pedagogical innovation and psychological constructs, thereby providing a comprehensive understanding of factors that shape motivation in Islamic primary education. Methodology – A quantitative correlational design was employed with 60 fifth-grade students from Madrasah Ibtidaiyah Daruttaqwa Suci Gresik. Data were collected through three stages: observation checklists measuring the fidelity of PjBL implementation, questionnaires on self-efficacy and motivation adapted from validated instruments, and short reflective teacher interviews to confirm classroom practices. All instruments demonstrated acceptable reliability (Cronbach’s alpha > 0.70). Multiple regression analysis using SPSS version 26 was conducted to test the predictive relationships, following assumption checks for normality, linearity, and multicollinearity. Findings – Results indicated that students reported high levels of PjBL implementation (M = 4.12), moderate-to-high self-efficacy (M = 3.89), and strong learning motivation (M = 4.21). Correlation analysis revealed significant positive associations among all variables, with self-efficacy demonstrating the strongest correlation with motivation (r = .62, p < .01). Regression analysis confirmed that PjBL and self-efficacy jointly explained 52% of the variance in learning motivation, with self-efficacy (β = 0.46, p < .001) emerging as a stronger predictor than PjBL (β = 0.34, p < .01). Research Implications/Limitations – The findings highlight the need to integrate student-centered pedagogies with strategies that strengthen learners’ self-belief. However, the study’s focus on a single school and cross-sectional design limits generalizability. Originality/Value – This study contributes to the limited literature on Islamic education by demonstrating the universal role of self-efficacy and the value of combining innovative pedagogy with psychological empowerment to enhance learning motivation.
Exploring the Correlation of Religious Moderation, Character Education, and Ethics with Students’ Aqidah Learning Performance Muhammad Romdloni Putra; Siti Maisyaroh
Ar-Fachruddin: Pendidikan Agama Islam Vol 2 No 2 (2025): Transforming Islamic Education through Digital Innovation, Immersive Learning, an
Publisher : CV. Zamron Pressindo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.7401/6y96zh58

Abstract

Research Objective– This study aims to explore the structural relationships between religious moderation, character education, ethics, and students’ Aqidah learning performance at the Madrasah Aliyah level, and to examine how these value-based constructs collectively contribute to measurable academic outcomes. Methodology– A quantitative correlational design was employed involving 75 students of MA Al-Hidayah Betoyo Kauman, Gresik. Data were collected through validated Likert-scale questionnaires and triangulated with teacher performance records. Statistical analyses included descriptive statistics, Pearson correlation, multiple regression, and Structural Equation Modeling (SEM) using SPSS and AMOS. Findings– The results indicate significant positive correlations among all variables. Character education emerged as the strongest predictor of Aqidah performance (β = .37), followed by ethics (β = .33) and religious moderation (β = .29). SEM analysis confirmed both direct and indirect effects, with religious moderation influencing performance through character education and ethics. The model demonstrated satisfactory fit indices and explained 54% of the variance in learning performance. Research Implications/Limitations– The study highlights the importance of integrating moderation, moral reasoning, and character formation in Aqidah instruction. However, the limited sample size and single-school context restrict generalizability. Originality/Value– This research advances Islamic education discourse by empirically modeling the interconnected influence of moderation, character, and ethics within a unified SEM framework
Project-Based Learning Innovation in Islamic Education: Enhancing Students’ Spiritual Competence at MTs Muhammadiyah Bima Supriadin Supriadin; Lukman Lukman
Ar-Fachruddin: Pendidikan Agama Islam Vol 2 No 2 (2025): Transforming Islamic Education through Digital Innovation, Immersive Learning, an
Publisher : CV. Zamron Pressindo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.7401/xz0eyg47

Abstract

Research Objective– This study aims to examine how Project-Based Learning (PjBL) functions as an instructional innovation in Islamic education to enhance students’ spiritual competence at MTs Muhammadiyah Bima. The research focuses on understanding the pedagogical processes, learning experiences, and spiritual outcomes generated through the implementation of PjBL in Islamic education classrooms. Methodology– Employing a qualitative case study design, the research involved Islamic education teachers, students of grades VIII–IX, and school administrators at MTs Muhammadiyah Bima. Data were collected through semi-structured interviews, classroom observations, and document analysis, enabling an in-depth exploration of teaching practices and student learning experiences. The data were analyzed using thematic analysis, supported by triangulation of sources and methods to ensure credibility, dependability, and trustworthiness of the findings. Findings– The findings reveal that PjBL significantly enhances students’ spiritual competence through the deeper internalization of Islamic values, collaborative spiritual practices, reflective and critical thinking, and the observable integration of religious values into daily behavior. Students demonstrated increased moral awareness, ethical reasoning, responsibility, social empathy, and active engagement in faith-based practices both inside and outside the classroom. Research Implications/Limitations–  The study highlights PjBL as an effective model for holistic Islamic education but is limited to a single institutional context, restricting broader generalization. Originality/Value– his research contributes original insights by foregrounding spiritual competence as a core outcome of PjBL within the Muhammadiyah madrasah context, enriching discourse on innovative Islamic education pedagogy.

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