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Irfani
Published by Institut Agama Islam Negeri Sultan Amai Gorontalo
ISSN : 19070969     EISSN : 24428272     DOI : -
Core Subject : Education, Social,
Education Social Sciences
Jurnal Irfani adalah Jurnal Pencerahan untuk peradaban. diterbitkan oleh Insititut Agama Islam Negeri (IAIN) Sultan Amai Press
Arjuna Subject : -
Articles 459 Documents
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Pelaksanaan Pendidikan Inklusi Di Sekolah Sivana Motessori Makassar Sapu, Asna Krisna; Ansar, Ahlun; Arismunandar; Naoval, Muh.; Khairunnisa
Irfani Vol. 22 No. 1 (2026): Irfani
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/irfani.v22i1.7137

Abstract

Inclusive education represents the fulfillment of every citizen’s right to access education without discrimination, as mandated by the Regulation of the Minister of National Education No. 70 of 2009. This study is motivated by the importance of implementing an educational system that provides equal learning opportunities for all children, including those with special needs. Sivana Montessori School in Makassar was selected as the research site because it applies the Montessori approach, emphasizing independence, freedom of learning, and respect for individual potential within an inclusive setting. This study aims to describe the implementation of inclusive education at the school, including admission policies for students with special needs, assessment processes, the development of Individualized Education Programs (IEP), curriculum implementation, the role of special education teachers, parental involvement, and challenges encountered. A descriptive qualitative approach was employed through observation, semi-structured interviews, and documentation. Data were analyzed through data reduction, data display, and conclusion drawing, with source and method triangulation to ensure validity. The findings indicate that inclusive education at Sivana Montessori has been implemented systematically by integrating the National Curriculum with Montessori-based hands-on and multisensory learning. Collaboration among teachers, parents, disability organizations, and government support plays a crucial role. However, challenges remain, particularly limited disability-friendly facilities and the need for continuous teacher training
Application of the Al-Miftah Lil Ulum Method to Improve the Speed of Reading the Unvowelled Arabic Texts Mohammad Hasan Khoirul Anwar; Izzul Haqqi; Endah Tri Wisuda Ningsih
Irfani Vol. 22 No. 1 (2026): Irfani
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/irfani.v22i1.7382

Abstract

This study aims to examine the implementation of the Al-Miftah Lil Ulum method in improving the reading speed of unvowelled Arabic texts (kitab gundul) among ibtidaiyah-level students at Pondok Pesantren Raudlatul Hasan Maron Probolinggo. A descriptive qualitative approach with a case study design was employed. Data were collected through classroom observations, in-depth interviews with pesantren leaders, the head of the kitab learning institution, and instructors, as well as documentation of learning activities. The findings indicate that the Al-Miftah Lil Ulum method is systematically implemented through four progressive instructional volumes focusing on basic word identification, contextual understanding, mastery of verb patterns, and i‘rab analysis. The method significantly improves students’ reading speed and accuracy, while also enhancing motivation, confidence, and learning autonomy through the integration of nadzam, direct practice, and authentic assessment. These findings highlight the crucial practical implications of the Al-Miftah Lil Ulum method for pesantren education, particularly as a structured instructional model that accelerates kitab literacy acquisition without compromising grammatical accuracy. The implementation of this method offers an effective strategy for pesantren to improve the quality of graduates more efficiently, strengthen the culture of classical text literacy, and respond to the demands of educational modernization while preserving the integrity of traditional Islamic scholarship
Pemanfaatan KBBI Daring dalam Pembelajaran Bahasa Indonesia di Sekolah Indonesia Kota Kinabalu, Malaysia. Nur Afiqa Apriandini; Ramly; Nurhusna
Irfani Vol. 22 No. 1 (2026): Irfani
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/irfani.v22i1.7182

Abstract

This study aims to describe the level of accessibility, integration, and utilization of the Digital Kamus Besar Bahasa Indonesia (KBBI) in Indonesian language learning at Sekolah Indonesia Kota Kinabalu Senior High School, Malaysia. This research employed a descriptive qualitative approach. The informants consisted of 15 participants, including students and Indonesian language teachers. Data were collected through observation, interviews, and documentation. The data analysis techniques included data reduction, data display, and conclusion drawing. The results show that students’ accessibility to the Digital KBBI is still limited, influenced by factors such as device availability, internet connectivity, and school policies regarding gadget use. The integration of the Digital KBBI in learning has been implemented through teacher guidance and school literacy programs; however, it has not been fully optimized. The utilization of the Digital KBBI helps students understand vocabulary and improve their Indonesian language skills, although it still requires guidance and adequate supporting facilities. In conclusion, the Digital KBBI has significant potential to support Indonesian language learning, but its utilization remains suboptimal due to limited access and integration. Therefore, this study recommends enhancing digital literacy, providing supporting facilities, and conducting training on the use of the Digital KBBI for both students and teachers
STRATEGI PEMASARAN JASA PENDIDIKAN MAS ALIYAH NO.21 KAMPIRI (KAB WAJO) Mastati; Habibah, Sitti; Basri, Syamsurijal
Irfani Vol. 22 No. 1 (2026): Irfani
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/irfani.v22i1.6781

Abstract

This study examines the implementation of marketing strategies for educational services at MAS As'adiyah No. 21 Kampiri, Wajo district with a 7P (Product, Price, Place, Promotion, Person, Physical Evidence, and Process) marketing mix approach. The focus of this research is a qualitative approach and a type of descriptive research. The data collection procedures used are interviews, observations and documentation. Checking the validity of the data using the triangulation method, data analysis is carried out by data reduction, data presentation to conclusion drawn. The data sources in this study are the Principal and Deputy Head of Curriculum. The results of the study show that (1) Marketing Strategy for MAS As'adiyah Education Services No. 21 Kampiri, namely (a) Product: the madrasah has uploaded achievements on social media (b) Price: the madrasah implements free education without registration fees and monthly tuition as the main attraction, (c) Place, the location of the madrasah is strategic and easy to reach (d) Promotion, carried out through social media, distribution of brochures,  visits to other schools, and formal cooperation with universities, (e) Person, madrasah uses teacher testimonials as a marketing strategy (f) Process, madrasah routinely holds meetings with stakeholders for program evaluation, (2) Supporting Factors & Inhibitions (a) Supporting Factors: government support and commitment of school residents, (b) Inhibiting Factors: barriers include limited infrastructure, human resources, and public perception of madrasah education
STRATEGIES FOR INTERNALIZING MORAL VALUES IN GENERATION Z THROUGH AKIDAH AKHLAK LEARNING AMID DIGITAL DISRUPTION Nadiroh, Reva Safa’atun; Noviriani; Mabruri; Farizi, Ahmad Al; Yani, Ahmad; Adilla, Ulfa
Irfani Vol. 19 No. 2 (2023): Irfani (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/irfani.v19i2.7863

Abstract

Generation Z students in Indonesian madrasah are growing up in a learning environment saturated with social media, short-form video, and algorithmically curated content, conditions that have shifted how they encounter and weigh moral information. This study examined how Akidah Akhlak teachers internalized moral values amid such digital disruption at Madrasah Tarbiyah Islamiah, Bungo Regency, Jambi Province, Indonesia. A qualitative case study was conducted between July and October 2025 with 8 teachers and 15 Grade IX students; data were collected through 24 classroom observations, semi-structured interviews recorded with a Sony ICD-PX470 voice recorder (±0.01% time-base accuracy), and document analysis of lesson plans and assessment artifacts. Transcripts were coded thematically using a constant-comparison procedure, with inter-rater agreement at Cohen’s kappa = 0.83 across two coders. Four operative strategies emerged: Islamic digital literacy, teacher exemplarity (uswah hasanah), technology-based spiritual habituation, and adaptive curriculum integration. The proportional distribution across 24 sessions showed direct exemplarity at 28%, digital storytelling at 22%, group reflection at 18%, Quranic-text contextualization at 16%, and habituation routines at 16%. A four-stage workflow (diagnostic, content design, classroom enactment, reflective evaluation) supported coherent application of these strategies and fed iterative refinement into subsequent cycles. The findings indicate that internalization works best when digital pedagogy and prophetic exemplarity reinforce one another rather than compete. The study contributes a context-grounded operational template for moral education in madrasah settings facing accelerating digital pressures and offers a basis for future quasi-experimental testing of strategy combinations
TECHNOLOGY AND GENERATION Z SPIRITUALITY IN INDONESIA: A SYSTEMATIC LITERATURE REVIEW WITH KEYWORD CO-OCCURRENCE MAPPING Muallim, M. Nuri; Andryadi; Noviriani; Aulia, Nila; Adilla, Ulfa; Narti, Wiwin
Irfani Vol. 19 No. 2 (2023): Irfani (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/irfani.v19i2.7864

Abstract

Generation Z Indonesians, born between 1997 and 2012, navigate religious meaning-making inside an information environment in which TikTok, Instagram, prayer-reminder apps, and online da’wah communities have become primary spiritual venues. This study reviewed how the published literature has characterised that shift and where the evidence base remains uneven. A systematic literature review was conducted following the PRISMA 2020 protocol across the Scopus and SINTA databases, supplemented by Google Scholar hand-searching, with a search window from January 2014 to October 2023. Of 359 records identified, 287 remained after duplicate removal; title-and-abstract screening excluded 168, and full-text assessment excluded a further 67, leaving 52 articles for qualitative synthesis. Bibliometric mapping with VOSviewer produced a five-cluster keyword co-occurrence network around digital da’wah and platforms, Generation Z identity and community, Islamic education, digital risks, and literacy and ethics. Thematic distribution shifted noticeably across four year-bands: digital da’wah accounted for 44% of the 2014–2016 articles but only 21% of the 2022–2023 articles, while literacy and ethics grew from 12% to 13% and risks from 11% to 17%. A typological quadrant of fourteen digital practices placed Quran-reader apps, prayer-reminder apps, verified online kitab archives, webinar kajian, and digital muhasabah journals in the Adopt quadrant; TikTok short da’wah clips, Instagram preacher celebrities, and online hijrah communities in the Guarded Adopt quadrant; and unverified fatwa forums, algorithmic feed scrolling, and auto-play religious entertainment in the Defer quadrant. The synthesis suggests that Generation Z spirituality in Indonesia has become a hybrid practice in which institutional authority, peer affirmation, and platform affordances jointly shape religious experience.
FIQH TEACHER STRATEGIES FOR STRENGTHENING WORSHIP AWARENESS IN JUNIOR MADRASAH STUDENTS: A FOUR-STAGE OPERATIONAL MODEL Agustina, Juli; Adilla, Ulfa; Mabruri; Norullah; Dhinika, Rahma; Andryadi
Irfani Vol. 20 No. 2 (2024): Irfani
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/irfani.v20i2.7865

Abstract

This study examined how Fiqh teachers at Madrasah Tsanawiyah Darul Ma’arif, Tanah Periuk, Bungo Regency, Jambi Province, sustained students’ worship practice through the 2025 odd semester. A qualitative case study was conducted between July and October 2025 with three Fiqh teachers, the head of madrasah, and twenty-two Grade VIII–IX students. Data were collected through 23 classroom and prayer-room observations, semi-structured interviews and document analysis of attendance logs and lesson plans. Coding followed the Miles–Huberman–Saldaña procedure, and inter-rater agreement reached Cohen’s kappa of 0.81. Five strategies were identified, with proportional use of direct exemplarity at 31%, worship habituation at 26%, religious motivation at 19%, supervision and evaluation at 16%, and family–school communication at 8%. Attendance at five anchor practices rose between baseline and follow-up: dhuhr congregational prayer from 62% to 89%, Friday tadarus from 48% to 78%, asma’ul husna recitation from 71% to 93%, pre-class du’a from 84% to 97%, and Friday muhasabah from 55% to 82%. A four-stage workflow linked diagnostic assessment, strategy design, classroom enactment, and reflective evaluation in an iterative loop. The findings suggest that worship awareness develops most consistently when teacher exemplarity and structured habituation operate in tandem rather than in isolation, and that the workflow offers a transferable template for similar madrasah settings
DHUHA PRAYER HABITUATION AS A PATHWAY TO SPIRITUAL INTELLIGENCE: A QUALITATIVE STUDY AT A VOCATIONAL HIGH SCHOOL Sulistia, Nita; Noviriani; Narti, Wiwin
Irfani Vol. 20 No. 2 (2024): Irfani
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/irfani.v20i2.7866

Abstract

This study investigates the implementation of the Dhuha prayer program at SMK Negeri 3 Bungo, focusing on its operational mechanism, the constraints encountered, and the strategies developed to optimize its impact on students’ spiritual intelligence. A qualitative descriptive design was employed. Data were obtained through participatory observation across forty consecutive prayer sessions, semi-structured interviews with six purposively selected key informants (two vice principals, two Islamic-education teachers, and three students), and documentation of attendance logs and assessment records. Data were analyzed using the Miles, Huberman, and Saldaña interactive model, and credibility was established through source and method triangulation. Findings reveal that the program is delivered through a rotational class schedule, supervision by first-period teachers, and integration with religious-attitude assessment. Observable outcomes include increased discipline, improved emotional stability, and reduced rule violations. Operational constraints concentrate around facility limitations, low intrinsic motivation among students, prayer-hall positioning, and limited mentoring by religiously qualified teachers. The school responded through self-reliant prayer-gear policies, educational sanctions, teacher modeling, and reinforced attendance accountability. The study concludes that Dhuha prayer, when systemically managed, functions as an effective spiritual-habituation mechanism that strengthens spiritual intelligence and supports the affective dimension of vocational education
ROLE-PLAYING AS A LEVER FOR ARABIC LEARNING MOTIVATION IN JUNIOR MADRASAH: A FIVE-PHASE CLASSROOM SYNTAX Ningrum, Silvya; Baili; Sabli, Muhammad; Mabruri; Anshori, Ayyub Al; Mubarok, Al
Irfani Vol. 20 No. 2 (2024): Irfani
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/irfani.v20i2.7867

Abstract

This study examined how role-playing was used to lift Arabic learning motivation among Grade VIII students at Madrasah Tsanawiyah Syafi’iyyah Darussalam, Tebo Regency, Jambi Province, Indonesia. A qualitative case study with two action-research cycles was conducted between February and May 2025 with one Arabic teacher and twenty-two Grade VIII students. Data were collected through 12 classroom observations of 80-minute lessons, semi-structured interviews and document analysis of lesson plans, dialogue scripts, and student journals. Coding followed the Miles–Huberman–Saldaña procedure; inter-rater agreement reached Cohen’s kappa of 0.84. A five-phase classroom syntax emerged: orientation and warm-up, vocabulary and dialogue modelling, group rehearsal, live performance, and feedback with reflection. Proportional time allocation across the 80-minute lesson placed group rehearsal at 28%, live performance at 26%, vocabulary and modelling at 22%, with orientation and feedback at 12% each. Five motivation indicators rose between baseline and end of Cycle 2: active participation from 54% to 82%, speaking confidence from 47% to 79%, on-task behaviour from 63% to 88%, vocabulary uptake from 58% to 84%, and class enthusiasm from 51% to 86%. Supporting factors included theme proximity to daily life and explicit teacher scaffolding, while shyness, time constraints, and ability heterogeneity continued to require differentiated handling. The five-phase syntax offers a transferable template for similar madrasah settings

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