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Moh Riswandha Imawan
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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 28 Documents
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The Effectiveness of Augmented Reality–Based Islamic Education  Learning on Students’ Learning Motivation at SMA Al Fatih Simpang Rimba, Kepulauan Bangka Belitung Dian Rezki Pratama; Sumarli Sumarli
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/jmnvr413

Abstract

Research Objective– This study aims to examine the effectiveness of Augmented Reality (AR)–based Islamic education learning in enhancing students’ learning motivation at SMA Al Fatih Simpang Rimba, Kepulauan Bangka Belitung, addressing the limited empirical evidence on motivational outcomes of AR integration in non-formal educational settings. Methodology– A quantitative quasi-experimental method employing a pretest–posttest non-equivalent control group design was applied. The sample consisted of 38 students divided into an experimental group receiving AR-based instruction and a control group receiving conventional learning. Students’ learning motivation was measured using a validated ARCS-based questionnaire. Data were analyzed using descriptive statistics, assumption testing Findings– The results indicate a statistically significant improvement in learning motivation among students exposed to AR-based Islamic education learning. The experimental group demonstrated substantially higher posttest motivation scores than the control group. Dimension-level analysis revealed strong effects on attention and relevance, with moderate yet significant effects on confidence and satisfaction. Research Implications/Limitations–  The findings suggest that AR-based learning can effectively enhance motivational engagement in Islamic education, particularly within senior high school contexts. However, the study is limited by its short intervention duration and focus on motivational variables. Originality/Value–  This study contributes novel insights by focusing on learning motivation as the primary outcome and situating AR-based Islamic education learning within a senior high school environment, thereby enriching both motivational theory and digital Islamic pedagogy.
Gamified Digital Learning with Learning Analytics in Madrasah Tsanawiyah: Effects on Motivation, Engagement, and Learning Outcomes at MTs Sunan Gunung Jati Kismantoro Wonogiri Sukarno Sukarno; Izzah Al Fawaidah
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/gkbbks63

Abstract

Research Objective – This study aims to examine the effectiveness of gamified digital learning integrated with learning analytics in enhancing students’ learning motivation, engagement, and learning outcomes in Islamic education at the junior secondary level. Methodology – A quasi-experimental design with a pretest–posttest control group was employed. The participants consisted of 42 eighth-grade students at MTs Sunan Gunung Jati, Kismantoro, Wonogiri, divided into experimental and control groups. The experimental group received gamified digital learning supported by learning analytics, while the control group followed conventional instruction. Data were collected using motivation questionnaires, learning outcome tests, engagement observation rubrics, and learning analytics records. Descriptive statistics and inferential analyses, including paired and independent sample t-tests, were conducted. Findings – The results indicate that students in the experimental group showed statistically significant improvements in learning motivation, engagement, and academic achievement compared to those in the control group (p < 0.05). Gamified digital learning supported by learning analytics fostered higher behavioral, affective, and cognitive engagement and resulted in substantially greater learning gains. Research Implications/Limitations – The findings suggest that integrating gamification and learning analytics can enhance student-centered Islamic education. However, the study is limited by a small sample size and short intervention duration. Originality/Value – This study contributes novel empirical evidence by integrating gamification with learning analytics in madrasah-based Islamic education, offering a scalable and data-informed instructional model for junior secondary schools.
Integrating AI Chatbots into Islamic Education: Effects on Students’ Self-Regulated and Learning Outcomes at SMP IT Pondok Tahfizh Qur'an Kepulauan Bangka Belitung Sumarli Sumarli; Dian Rezki Pratama
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/qxyfsn30

Abstract

Research Objective – This study aims to examine the effects of integrating AI-powered chatbots into Islamic education on students’ self-regulated learning (SRL) and learning outcomes at the junior high school level. Methodology – A quantitative quasi-experimental design with a non-equivalent control group pretest–posttest was employed. The participants were 64 eighth-grade students at SMP IT  Pondok  Tahfizh Qur'an Kepulauan Bangka Belitung, Indonesia, divided into an experimental group receiving AI chatbot–supported instruction and a control group receiving conventional teacher-centered instruction. Data were collected using an adapted Self-Regulated Learning questionnaire and an achievement test, and analyzed through descriptive statistics, independent-samples t-tests, gain score analysis, and Pearson correlation. Findings – The results indicate that students in the experimental group demonstrated significantly higher improvements in both self-regulated learning and learning outcomes compared to the control group (p < 0.001). A strong positive correlation was also found between SRL and learning outcomes (r = 0.68), suggesting that enhanced self-regulation contributes meaningfully to academic achievement. Research Implications/Limitations – The findings highlight the pedagogical potential of AI chatbots to foster learner autonomy and academic performance in Islamic education, although generalizability is limited by the single-institution sample. Originality/Value – This study provides novel empirical evidence on AI chatbot integration in Islamic secondary education, linking SRL development with learning outcomes within a faith-based context.
The Effect of Self-Regulated Digital Learning on Learning Outcomes in Islamic Religious Education: The Mediating Role of Learning Motivation at MAS Nurul Fadhilah Deli Serdang Muhammad Alfah Rizi; Nirzal Sunardi
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: 10.7401/867jgz42

Abstract

Research Objective – his study aimed to examine the effect of self-regulated digital learning (SRDL) on learning outcomes in Islamic Religious Education (IRE), with learning motivation as a mediating variable, at MAS Nurul Fadhilah, Percut Sei Tuan, Deli Serdang. The research addresses the gap in empirical studies on digital self-regulated learning within Islamic secondary education, particularly in semi-urban madrasah contexts. Methodology – A quantitative explanatory design with a cross-sectional approach was employed. The study involved 46 students from IRE classes, selected through total sampling. Data were collected using structured questionnaires measuring SRDL and learning motivation, while learning outcomes were obtained from curriculum-based achievement scores. Mediation analysis was conducted using SPSS and Process Macro (Model 4) with 5,000 bootstrap resamples to test indirect effects. Findings – The results indicate that SRDL has a significant positive effect on learning outcomes both directly (β = 0.26, p < 0.05) and indirectly through learning motivation (β = 0.24, 95% CI [0.09, 0.42]), confirming partial mediation. Students who actively regulate their learning in digital environments exhibit higher motivation, engagement, and academic performance in IRE. Research Implications/Limitations – The study highlights the importance of integrating SRDL and motivational strategies in digital PAI instruction. Limitations include the small sample size and the focus on a single madrasah, which may affect generalizability. Originality/Value – This study contributes to the literature by demonstrating the mediating role of learning motivation in linking SRDL to academic outcomes in Islamic education, offering insights for designing learner-centered, motivationally supportive digital learning environments.
Adaptive Multisensory Learning in Islamic Education: Supporting Slow Learners in SD Muhammadiyah 2 Tulangan Sidoarjo Dwi Suryani Rimasasi
Ar-Fachruddin: Pendidikan Agama Islam Vol 3 No 1 (2026): Advancing Islamic Education through Innovation, Inclusion, Health, and Knowledge
Publisher : CV. Zamron Pressindo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.7401/m118w247

Abstract

Research Objective – This study aims to explore the implementation of adaptive multisensory learning in Islamic education (PAI) for supporting slow learners at SD Muhammadiyah 2 Tulangan Sidoarjo. The study focuses on identifying multisensory learning strategies, instructional adaptations, and the influence of adaptive learning on students’ engagement, comprehension, and participation in religious learning activities. Methodology – This study employed a qualitative case study approach. Data were collected through classroom observations, semi-structured interviews, and document analysis involving Islamic education teachers, school administrators, slow learner students, and parents. Data were analyzed using the interactive model through data condensation, data display, and conclusion drawing. Trustworthiness was ensured through triangulation, member checking, prolonged engagement, and thick description. Findings – The findings reveal that adaptive multisensory learning significantly improved slow learners’ concentration, participation, comprehension, and confidence in Islamic learning activities. Teachers integrated visual, auditory, kinesthetic, tactile, and experiential strategies through interactive media, prayer simulations, Qur’anic repetition, storytelling, and collaborative learning. Instructional adaptations such as simplified explanations, repeated practice, individualized guidance, and emotional reinforcement positively supported students’ inclusive learning experiences. Research Implications/Limitations – This study highlights the importance of strengthening adaptive pedagogy, inclusive classroom management, and multisensory instructional competence in Islamic elementary education. However, the research was limited to one inclusive Islamic elementary school, which may restrict broader generalization of the findings. Originality/Value – The originality of this study lies in its contribution to adaptive multisensory pedagogy in Islamic education by integrating inclusive learning, cognitive support, and experiential Islamic teaching for slow learners in elementary school contexts.
Digitalizing Islamic Education for the Future: A Synthesis Review of Innovation, Accessibility, and Educational Quality Saba Mansoor Qadhi
Ar-Fachruddin: Pendidikan Agama Islam Vol 3 No 1 (2026): Advancing Islamic Education through Innovation, Inclusion, Health, and Knowledge
Publisher : CV. Zamron Pressindo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.7401/shpfft92

Abstract

Research Objective–  his study aims to systematically synthesize contemporary research on the digitalization of Islamic education and examine its implications for innovation, accessibility, and educational quality. The study addresses the growing need to understand how digital transformation is reshaping Islamic educational practices and influencing future educational development. Methodology–  This study employed a qualitative synthesis review design. Relevant literature published between 2020 and 2026 was retrieved from major academic databases, including Scopus, Web of Science, Dimensions, and Google Scholar. The review process followed the PRISMA 2020 guidelines, while data were analyzed using thematic synthesis to identify recurring patterns, themes, and emerging trends across the selected studies. Findings– The findings reveal that digitalization has significantly transformed Islamic education through the adoption of artificial intelligence, mobile learning, gamification, learning management systems, and other technology-enhanced pedagogical approaches. Digital technologies have expanded educational accessibility by reducing geographical and temporal barriers and increasing participation among diverse learner groups. The review also indicates that digital transformation contributes positively to educational quality when supported by teacher digital competence, effective pedagogy, and adequate institutional readiness. However, challenges such as digital inequality, infrastructure limitations, digital literacy gaps, and ethical concerns related to emerging technologies remain significant obstacles to sustainable implementation. Research Implications/Limitations– The findings provide important implications for policymakers, educational leaders, and educators by emphasizing the need to strengthen digital infrastructure, teacher professional development, digital literacy, and inclusive educational policies. As a synthesis review, this study is limited to the scope and quality of existing literature and does not include primary empirical data from specific educational institutions or learner populations. Originality/Value– This study contributes to the field of Islamic education by integrating three interconnected dimensions—digital innovation, educational accessibility, and educational quality—within a single analytical framework. Unlike previous studies that examine these dimensions separately, this review offers a comprehensive understanding of their interrelationships and provides insights into the opportunities, challenges, and future directions of sustainable digital Islamic education.
Islamic Pedagogy as a Vehicle for Community Health Literacy: Mapping Evidence-Based Medical Knowledge onto Islamic Educational Discourse in the Twenty-First Century Suleiman Abdur-Rahman Tawfiq; Mariam Zainab Al-Farouqi; Hassan Bilal Karimi
Ar-Fachruddin: Pendidikan Agama Islam Vol 3 No 1 (2026): Advancing Islamic Education through Innovation, Inclusion, Health, and Knowledge
Publisher : CV. Zamron Pressindo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.7401/w57wrb83

Abstract

Research Objective– This paper investigates how Islamic educational pedagogy can serve as an effective vehicle for the dissemination of contemporary biomedical and public health knowledge, with particular emphasis on health literacy, disease literacy, preventive behaviour, and community resilience in Muslim educational contexts. Methodology– The study adopts a critical review and conceptual analysis approach, synthesising recent biomedical literature across twenty-one thematic domains—including infectious disease, oncology, mental health, environmental medicine, occupational health, digital health, and pharmacological innovation—with established Islamic educational theory, including the madrasa tradition, halaqah-based learning, and contemporary Islamic university pedagogies. Findings– Islamic educational institutions possess untapped potential to function as primary health literacy nodes within their communities. The alignment between Islamic values of seeking knowledge (talab al-'ilm), communal welfare (maslaha), and the prohibition of self-harm (la darar) with the goals of preventive medicine is both theologically coherent and practically actionable. Evidence from a wide range of clinical and epidemiological domains confirms that health knowledge transmitted through trusted Islamic educational channels produces measurably better community health outcomes than biomedical information delivered through secular channels alone. Research Implications/Limitations– The conceptual framework proposed here requires validation through prospective community-based educational research. The heterogeneity of Islamic educational traditions across different national and jurisprudential contexts limits direct generalisation. Collaborative research partnerships between Islamic education scholars and public health specialists are essential for advancing this agenda. Originality/Value– This review offers a novel synthesis of recent biomedical scholarship within an Islamic educational theory framework, providing both the conceptual architecture and the empirical evidence base for a new generation of health-literate Islamic educational programmes.
Integrating Preventive Medicine Principles into Islamic Health Education: A Comprehensive Framework for Promoting Wellbeing in Muslim Communities Layla Hassan Al-Rashidi; Omar Yusuf Benali; Fatimah Noor Khalid
Ar-Fachruddin: Pendidikan Agama Islam Vol 3 No 1 (2026): Advancing Islamic Education through Innovation, Inclusion, Health, and Knowledge
Publisher : CV. Zamron Pressindo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.7401/59rehd39

Abstract

Research Objective– This review aims to synthesize the intersections between Islamic health ethics, preventive medicine scholarship, and contemporary public health evidence, with the goal of constructing an evidence-informed curricular framework for health education within Islamic educational institutions. Methodology– A narrative review methodology was employed, drawing on a broad corpus of recent preventive medicine literature spanning non-communicable disease epidemiology, vaccination, digital health, mental wellbeing, environmental health, and clinical prevention, all contextualised within Islamic pedagogical traditions and maqasid al-shari'ah. Findings– Evidence consistently demonstrates that Islamic ethical imperatives—including hifz al-nafs (preservation of life), hifz al-'aql (preservation of intellect), and hifz al-nasl (preservation of progeny)—align substantively with contemporary preventive medicine goals. Health education rooted in Islamic values demonstrably improves community uptake of preventive services, vaccination compliance, and chronic disease management. Research Implications/Limitations– The framework proposed is primarily conceptual and requires empirical validation through controlled educational interventions within Islamic schools and universities. Variation in Islamic jurisprudential interpretations across regions may affect generalisability. Originality/Value– This is among the first reviews to systematically map the full breadth of contemporary preventive medicine evidence onto an Islamic health education framework, offering a novel curricular blueprint for educators, policymakers, and public health practitioners in Muslim-majority contexts.

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