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Abjadia, International Journal of Education
Published by Universitas Islam Negeri Maulana Malik Ibrahim Malang
ISSN : 25283979     EISSN : 24430587     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
ABJADIA (e-ISSN: 2443-0587) is an international journal that aims to publish the results of research and technological innovation in the field of education, learning and training. ABJADIA target readers are scientists, academics and practitioners in the field of education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 387 Documents
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The Development of Heyzine Flipbook-Based Interactive E-Book in Arabic Language Learning at Madrasah Aliyah Febrizka, Karina; Rahmawati, Rahmawati; Hanomi, Hanomi
Abjadia : International Journal of Education Vol 11, No 1 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i1.40579

Abstract

The rapid development of digital technology, especially in the world of education, has driven changes in the provision and use of teaching materials, starting from conventional print media to more interactive and easily accessible digital learning resources. This study aims to develop an interactive e-book based on Heyzine Flipbook media. This study uses a development research method with the ADDIE development model. The teacher needs analysis showed a score of 84.4%, for the student needs analysis showed a score of 80.4%, both indicating that teachers and students "strongly agree" to the development of an interactive e-book product based on Heyzine Flipbook media. This product was validated by media experts with a score of 95.5%, material experts with a score of 94.4%, language experts with a score of 90.6%, all three are categorized as "very good" with minor revisions. The effectiveness of e-book use is measured from the results of trials, teacher and student responses. The score obtained from the trial results was 94%, for teacher responses 97.5%, and 86.9% for student responses, all three are categorized as "very good". These findings indicate that the Heyzine Flipbook- based interactive e-book product achieved a very high level of validity and user acceptance, thereby empirically meeting the feasibility criteria for use as a digital learning resource supporting Arabic language learning at the Madrasah Aliyah level. However, this study has not tested the effectiveness of e-book use on the comparative improvement of student learning outcomes, so further research is still needed.
The Influence of Teacher Creativity, Social Interaction, and Learning Independence on the Learning Motivation Hidayat, Achmad; Ni’matullah, Onik Farida; Sari, Yuli Ifana
Abjadia : International Journal of Education Vol 11, No 1 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i1.40587

Abstract

This research is motivated by the importance of teacher creativity, a conducive social environment, and learning independence as the main factors in shaping student learning motivation. The purpose of the study was to analyze the influence of teacher creativity, social interaction, and learning independence on the learning motivation of grade XI students in social studies at SMAN 2 Pamekasan. The study used a quantitative approach with an associative method. The sample consisted of 65 students selected using a total sampling technique. Data were obtained through a questionnaire that had been tested for validity and reliability, then analyzed using multiple linear regression with the help of SPSS version 22. The results showed that simultaneously the three variables had a significant effect on learning motivation with a contribution of 81.2%. Partially, learning independence provided the most dominant influence of 57.4%, while teacher creativity contributed 24.8% and social interaction 15.6%. These findings emphasize the importance of learning independence, teacher creativity, and social interaction in improving student learning motivation.
Integration of Character Values in The Islamic Religious Education Curriculum Muarifah, Muarifah; Fatimah, Meti
Abjadia : International Journal of Education Vol 11, No 1 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i1.40515

Abstract

This research aims to describe the integration of character values in the Islamic Religious Education (PAI) curriculum at MI Miftahul Huda Bonangrejo, Demak, and the implementation process in learning activities. This study employed a descriptive qualitative approach. Data were collected through observation, interviews with PAI teachers and the school principal, and documentation, and analyzed using the Miles and Huberman model. The findings show that five main character values—religiosity, discipline, responsibility, cooperation, and social care—have been systematically integrated into the PAI curriculum. The integration is implemented through thematic learning, teacher role modeling, routine habituation, and strengthening of school culture. These findings are in line with character education theories emphasizing planned and continuous character development. This study is limited to one madrasah and does not examine long-term impacts on students’ character formation. Nevertheless, the results provide practical contributions for improving the implementation of character education in PAI learning at the Madrasah Ibtidaiyah level.
Parents' Strategies in Influencing Islamic Religious Education in Generation Z Students in The Digital Era: A Study of Parents Sani, Mutiara; Fatimah, Meti
Abjadia : International Journal of Education Vol 11, No 1 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i1.40511

Abstract

The development of digital technology has brought significant changes to parenting patterns, particularly in instilling Islamic religious education in Generation Z children living in a digital ecosystem. This qualitative descriptive study aims to explain how digital technology influences parental strategies in internalising Islamic values in children. The study was conducted at MA Sholihiyyah Kalitengah, with participants limited to parents who have Generation Z children enrolled at the institution, in order to obtain an in-depth contextual understanding. The results indicate that digital technology plays a role in enriching parenting methods through the provision of a variety of Islamic learning media, such as Quran applications, educational videos, and interactive Islamic teaching content. Furthermore, technology enables religious oversight through digital controls, such as parental controls and screen time management. Parents also adopt a collaborative approach by accompanying their children when accessing religious content to avoid misinformation. On the other hand, challenges arise in the form of exposure to negative content, digital distractions, and a decline in the intensity of direct spiritual communication. Thus, digital technology is an ambivalent factor: it can be an effective tool in Islamic education when used in a targeted and supervised manner, but it also has the potential to undermine religious values if not managed properly. These findings emphasise the need for religious digital literacy for parents to ensure that Islamic education strategies remain relevant and effective for Generation Z.
A Psycho-Sociolinguistic-Based Project-Based Learning Model for Arabic Language Learning: A Case Study at MTs Al-Ma’arif Rakit Banjarnegara Fahrezi, Fatur; Musonif, Irfan; Labibah, Helmi Salma; Athoillah, Muhamad Ibnu; Munip, Abdul
Abjadia : International Journal of Education Vol 11, No 1 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i1.39835

Abstract

The low level of students’ communicative competence remains a major challenge in Arabic language learning across various educational levels in Indonesia. Learning practices that primarily emphasize memorization of grammar and vocabulary have not sufficiently addressed learners’ psychological and social dimensions. This study aims to develop and empirically validate a psycho-sociolinguistic-based Project-Based Learning (PjBL) model for Arabic language learning. Employing a descriptive–analytical design, the study involved both conceptual analysis and empirical validation. The empirical phase utilized a quasi-experimental one-group pretest–posttest design conducted at MTs Al-Ma’arif Rakit Banjarnegara, involving 32 eighth-grade students. Research instruments included a communicative competence test, a psycho-sociolinguistic questionnaire, and classroom observation sheets. The findings reveal significant improvements in students’ communicative competence, particularly in sociolinguistic and strategic aspects, along with increased learning motivation, self-confidence, and quality of social interaction. The integration of psycho-sociolinguistic principles into the stages of PjBL effectively fosters contextual, meaningful, and humanistic Arabic language learning. Therefore, the psycho-sociolinguistic-based PjBL model is empirically proven to be effective in real classroom contexts and holds strong potential for broader implementation in madrasah-based Arabic language education. The developed model contributes theoretically by integrating affective and sociolinguistic perspectives into project-based pedagogy, and practically by offering an adaptable framework for improving communicative competence in madrasah-based Arabic education.
A Comparative Systematic Review of KTSP, K13, and Merdeka Curricula in Developing Arabic Language Competence at The Middle School Level Muttakin, Khaerul; Nisa', Azzyra Sholikhatun; Wahid, Ilham Dhya'ul
Abjadia : International Journal of Education Vol 11, No 1 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i1.39468

Abstract

This study aims to examine the relative effectiveness and contextual advantages of the Education Unit Level Curriculum (KTSP), the 2013 Curriculum (K13), and the Merdeka Curriculum in developing Arabic language competencies among secondary school students, specifically listening (istimāʿ), speaking (kalām), reading (qirāʾah), and writing (kitābah). This study employs a Systematic Literature Review (SLR) guided by the PRISMA 2020 framework. A systematic search was conducted across Google Scholar, DOAJ, Scopus, and ResearchGate, resulting in 36 peer-reviewed articles published between 2015 and 2025 that met the inclusion criteria and were analyzed thematically. The findings indicate that KTSP predominantly supports receptive and structural competencies, particularly reading and grammatical mastery, but provides limited opportunities for oral skill development. The 2013 Curriculum demonstrates more systematic literacy development through a scientific approach, although listening and speaking skills remain uneven due to variations in resources and teacher readiness. Meanwhile, the Merdeka Curriculum shows relative effectiveness in integrating receptive and productive skills through differentiated and project-based learning, although its implementation outcomes vary across educational contexts. This review contributes original insight by offering a comprehensive comparative synthesis of three national curricula and highlighting that curriculum effectiveness is shaped not by structural reform alone, but by pedagogical alignment, institutional readiness, and contextual support in Arabic language education.
Curriculum Construction of the Muhammadiyah and Salafi Education Systems: A Comparative Study of Islamic Education Systems in Indonesia Ardiansyah, Ardiansyah
Abjadia : International Journal of Education Vol 11, No 1 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i1.39890

Abstract

This research analyzes the contestation of curriculum paradigms between the education system promoted by Persyarikatan Muhammadiyah and educational institutions based on the Salaf Manhaj. The three main objectives of this study are to describe the philosophy and construction of the curriculum, analyze the substantial differences in curriculum components, and identify the implications of the curriculum on student character and their responses to contemporary issues. The research findings indicate that the Muhammadiyah curriculum is rooted in modernistic integrative philosophy and the principle of ijtihad. This philosophy produces a balanced dual curriculum (religious sciences and general sciences) aimed at producing intellectual scholars (ulul albab) with a social transformation orientation. The Muhammadiyah curriculum uses critical rational methods (such as Project Based Learning) and focuses on contemporary jurisprudence. Conversely, the Salafi curriculum is based on a conservative purification philosophy and the principle of Ittiba' (absolute obedience). This resulted in a single, religiously dominated curriculum (80-90% of the material) aimed at producing students of knowledge oriented toward preserving doctrine. The method used is authoritative receptive (such as Talaqqi and memorization) with a focus on pure creed. The implication is that Muhammadiyah graduates demonstrate inclusive, adaptive, and proactive characteristics toward national policies, and possess global competitiveness. Meanwhile, Salafi graduates exhibit strong doctrinal characteristics but are at risk of being exclusive and reactive toward the adoption of a general curriculum. In summary, this contestation divides the Islamic education system in Indonesia between a model that prioritizes global relevance (Muhammadiyah) and a model that prioritizes doctrinal authenticity (Salafi).
Development of Web-Based Isim Dhamir Interactive Learning Media for Class XI Madrasah Aliyah Students Bakiruddin, M; Maulana, Asep; Rosid, Abdur
Abjadia : International Journal of Education Vol 11, No 1 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i1.35261

Abstract

This study aims to develop a web-based interactive learning media on isim dhamir to improve the comprehension and learning autonomy of eleventh-grade students at MA Miftahul Ulum Al-Azizah. The study stems from students’ low interest in learning Arabic grammar, mainly due to the use of conventional teaching methods that do not align with the characteristics of digital-native learners. The research employed the Research and Development (R&D) method using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. Validation results showed a content feasibility level of 97.72% and a design quality score of 96.21%, indicating that the media is highly appropriate and engaging. A limited trial was conducted with 21 students as the sample. In the effectiveness test, a Paired Sample T-Test yielded a Sig. (2-tailed) value of 0.000 < 0.05, indicating a statistically significant difference between pre-test and post-test results. The students’ average score increased from 24.6 to 85.4, with a gain of 60.8 points. Moreover, the correlation value of r = 0.666 demonstrated a strong positive relationship between the two scores. The developed product includes explanations of isim dhamir, interactive quizzes, educational games, and an online score-tracking system. The findings confirm that this media effectively enhances learning outcomes and makes the learning process more engaging. However, the study is limited by its small sample size and focus on a single grammatical topic.
The Effect of Peer Feedback and Teacher Feedback on The Improvement of Imla’ Errors and The Psychological Attitudes of Eighth-Grade Students at Mts Al-Fath Klaten Hamaz, Nirmala Luthfia; Lestari, Oktavia Dwi; Subhi, Muhammad; Musthofa, Tulus
Abjadia : International Journal of Education Vol 11, No 1 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i1.39881

Abstract

This study aims to examine the effect of peer feedback and teacher feedback on the improvement of imlā’ errors and the psychological attitudes of eighth-grade students at MTs Al-Fath Klaten. The research employed a quasi-experimental method with a pretest–posttest non-equivalent control group design. The participants involved two intact classes of 13 students each, purposively selected as the experimental group (peer feedback) and the control group (teacher feedback). Data were collected through tests to measure students’ imlā’ errors and questionnaires to assess changes in their psychological attitudes. The results indicate that both peer feedback and teacher feedback effectively improve the accuracy of Arabic letter writing, harakat usage, and word structure. In addition, both feedback strategies positively enhance students’ motivation, self-confidence, and engagement in writing activities. These findings confirm that the integration of peer feedback and teacher feedback can foster a more collaborative, effective, and psychologically supportive learning process in imlā’ instruction.
Digitalization of Islamic Religious Education Learning in the Era of the Industrial Revolution 5.0: A Theoretical Analysis of Innovation, Challenges, and Islamic Values Sofa, Ainur Rofiq; Qamariyah, Ummi Jamilatul
Abjadia : International Journal of Education Vol 11, No 1 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i1.39939

Abstract

The digital transformation driven by the Industrial Revolution 5.0 has profoundly influenced educational practices, including Islamic Religious Education (IRE). This shift demands that Islamic education not only integrate digital technologies in an adaptive manner but also ensure that their application remains consistent with Islamic humanistic and spiritual principles. This article seeks to theoretically explore the digitalization of IRE learning in the context of the Industrial Revolution 5.0 by examining various forms of digital-based instructional innovation as well as the ethical and value-based challenges associated with their implementation. The study adopts a qualitative descriptive design through library research, analyzing 11 peer-reviewed journal articles published between 2020 and 2025 that address the digital transformation of Islamic education. Content analysis is employed to extract key concepts, empirical findings, and relevant theoretical perspectives related to digital IRE learning. The results demonstrate that the use of digital technologies such as Learning Management Systems (LMS), digital Qur’an applications, and artificial intelligence based learning tools has a positive impact on student engagement, learning flexibility, and access to diverse Islamic knowledge resources. Nevertheless, the digitalization of IRE learning also encounters several challenges, including insufficient digital literacy among educators, the risk of moral erosion within digital environments, and disparities in educational infrastructure. Consequently, the development of digital-based IRE learning should be firmly anchored in the principles of maqāṣid al-syarī‘ah, ensuring that technological advancement serves not only functional efficiency but also moral formation, spiritual strengthening, and the promotion of public welfare. These findings provide a conceptual framework for the digitalization of Islamic Religious Education that is human-centered and grounded in Islamic values.

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