JIRS (Journal of Islamic Religious Studies) is a scholarly, peer-reviewed journal dedicated to advancing research and discourse within the field of Islamic religious studies. It is published quarterly, specifically in the months of August, November, February, and May. JIRS serves as a platform for academics, researchers, and practitioners to explore a wide range of topics related to Islam, including but not limited to theology, philosophy, history, law, ethics, spirituality, and contemporary issues. The journal welcomes original research articles, critical reviews, theoretical discussions, and methodological inquiries that contribute to the understanding of Islam's diverse dimensions and its interactions with various socio-cultural contexts. JIRS is committed to promoting rigorous scholarship, intellectual dialogue, and academic excellence in the study of Islam, fostering interdisciplinary approaches and cross-cultural perspectives. Through its comprehensive coverage and commitment to scholarly rigor, JIRS aims to facilitate deeper insights into Islamic religious thought and practice, enriching academic discourse and promoting mutual understanding among scholars and practitioners worldwide.
Systematic Literature Review: The Effectiveness of the Jigsaw Cooperative Learning Model on the Formation of Islamic Character in Elementary Schools
This study aimed to systematically analyze the effectiveness of the Jigsaw cooperative learning model in fostering Islamic character among elementary school students. The study was conducted in response to the growing need for instructional approaches that integrate academic achievement with moral, social, and spiritual development in elementary education. A qualitative approach using a Systematic Literature Review (SLR) design was employed in this study. The data were collected from scientific journal articles, conference proceedings, and scholarly books published between 2015 and 2025, obtained from academic databases such as Google Scholar, Scopus, ERIC, Dimensions, and Crossref. A total of 30 selected studies were analyzed using thematic analysis techniques through systematic stages of identification, screening, eligibility assessment, data extraction, and synthesis. The findings revealed that the Jigsaw cooperative learning model significantly improves students’ active participation, academic achievement, classroom interaction, collaboration, and peer learning experiences. Furthermore, the model contributes positively to the formation of Islamic character values, including responsibility, discipline, empathy, cooperation, tolerance, moral behavior, and ukhuwah among elementary school students. The review also identified several supporting factors, such as teachers’ competence and classroom support, as well as challenges related to student participation, time management, and limited theoretical integration between cooperative learning and Islamic character education. This study concludes that the Jigsaw cooperative learning model is an effective collaborative learning strategy for integrating academic learning with Islamic character formation in elementary educational contexts.
Copyright (c) 2026 Journal of Islamic Religious Studies
The Concept of Pawn (Rahn) from the Perspective of Mahmud Syaltut and Its Relevance to the Development of Islamic Economic Law Studies: A Literature Review
This study examines the concept of pawn (rahn) from the perspective of Mahmud Syaltut and its relevance to the development of Islamic economic law studies. The research was motivated by the increasing importance of rahn within contemporary Islamic financial practices and the limited scholarly attention given to Mahmud Syaltut’s perspective on this issue. The study aimed to analyze comprehensively Syaltut’s views regarding rahn and to explore their contribution to contemporary Islamic economic law discourse. This research employed a qualitative approach using a literature review design. Data were collected from primary and secondary sources, including books, scientific journal articles, and relevant academic publications discussing rahn, fiqh muamalah, and Islamic economic law. The data were analyzed using descriptive and content analysis techniques to interpret systematically the conceptual framework of rahn according to Mahmud Syaltut. The findings reveal that Syaltut viewed rahn as a contract of trust and debt security rather than a profit-oriented investment mechanism. He emphasized that collateral should function solely as debt protection and should not become a means of economic exploitation. The study also found that Syaltut strongly rejected practices involving hidden riba, coercive consent, and unjust benefit-taking from pledged property. Furthermore, his perspective highlights the ethical dimensions of Islamic economic law, including justice, transparency, and social responsibility. This study concludes that Mahmud Syaltut’s thought remains highly relevant to the contemporary development of Islamic financial systems and contributes significantly to strengthening the ethical foundation of Islamic economic law studies.
The Influence of Cultural Context on the Mastery of Arabic Vocabulary
Arabic vocabulary mastery has become an essential aspect of Arabic language learning because vocabulary functions as the foundation for communication, comprehension, and language production. However, vocabulary learning is frequently conducted through memorization-oriented approaches that limit students’ contextual understanding and communicative competence. Therefore, this study aimed to examine the influence of cultural context on the mastery of Arabic vocabulary by analyzing how sociocultural experiences, contextual interaction, and culturally grounded instructional practices contribute to vocabulary comprehension, retention, contextual meaning-making, and communicative competence. This study employed a qualitative approach using a literature review design. The data sources consisted of scholarly books and journal articles published within the last ten years related to Arabic vocabulary learning, sociocultural theory, contextual learning, and Arabic language pedagogy. Data were collected through systematic documentation and literature exploration from relevant academic publications and analyzed using descriptive qualitative content analysis involving data reduction, thematic categorization, interpretation, and synthesis. The findings revealed that cultural context significantly improved students’ understanding and retention of Arabic vocabulary because learners interpreted lexical meaning through authentic communication, social interaction, cultural narratives, visual representation, and contextual learning experiences. The study also found that communicative, constructivist, multimodal, and technology-based instructional approaches strengthened learners’ communicative competence and contextual vocabulary acquisition. Furthermore, culturally contextualized vocabulary instruction was conceptually supported by constructivist, sociocultural, and contextual learning theories emphasizing meaningful interaction and cultural mediation in language learning. This study concludes that integrating cultural context into Arabic vocabulary instruction contributes significantly to meaningful vocabulary mastery, communicative language use, and culturally responsive Arabic language pedagogy.
An Analysis of the Learning Difficulties of Class B Fifth-Semester Students of Arabic Language Education in Studying Arabic at Institut Agama Islam Hamzanwadi NW Lotim
This study aimed to analyze the learning difficulties experienced by Class B fifth-semester students of the Arabic Language Education Study Program at Institut Agama Islam Hamzanwadi NW Lotim in studying Arabic. The research specifically investigated the dominant factors causing students’ learning difficulties, explored students’ experiences during the Arabic learning process, and examined the pedagogical and environmental factors influencing Arabic language acquisition. This study employed a qualitative approach with a descriptive case study design. The participants consisted of fifth-semester students and lecturers of the Arabic Language Education Study Program selected through purposive sampling. Data were collected through classroom observation, semi-structured interviews, and documentation conducted from March 15 to April 20, 2026. The data were analyzed using the interactive analysis model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing. The findings revealed that students’ Arabic learning difficulties were influenced by interconnected linguistic, psychological, pedagogical, environmental, and institutional factors. Linguistic difficulties became the dominant barriers, particularly in vocabulary mastery, understanding of nahwu and sharaf, reading comprehension, and sentence construction. Psychological factors such as low motivation, language anxiety, and lack of self-confidence also significantly affected students’ participation and communicative competence. In addition, monotonous instructional methods, limited Arabic-speaking environments, insufficient technological integration, and unequal educational backgrounds contributed to students’ learning difficulties. The study concluded that improving Arabic language acquisition in Islamic higher education requires communicative and student-centered instructional approaches, supportive learning environments, institutional support, and effective integration of digital learning technologies.
Theoretical Perspectives on Learning Motivation and Its Influence on Arabic Language Achievement A Literature Study
This study examined the theoretical perspectives on learning motivation and their influence on Arabic language achievement through a literature study approach. Learning motivation has become one of the most influential psychological factors affecting students’ engagement, persistence, and academic success in Arabic language education. However, previous studies have generally focused on isolated motivational variables without comprehensively integrating major motivational theories within Arabic language learning contexts. Therefore, this study aimed to analyze the major theoretical perspectives on learning motivation, examine the influence of motivation on Arabic language achievement, and identify the motivational factors contributing most significantly to successful Arabic language learning. This research employed a qualitative literature study design. Data were collected from scholarly books, peer-reviewed journal articles, conference proceedings, and academic publications published within the last ten years. The collected data were analyzed using descriptive qualitative analysis through data reduction, categorization, interpretation, and conclusion drawing. The findings revealed that intrinsic motivation, extrinsic motivation, self-determination theory, self-efficacy theory, and socio-educational perspectives constitute the major theoretical foundations of motivation in Arabic language education. The study further demonstrated that learning motivation significantly influences students’ academic engagement, communicative participation, language skills development, learning strategies, psychological confidence, and overall Arabic language achievement. In addition, internal, external, instructional, environmental, and sociocultural motivational factors were identified as important contributors to sustainable Arabic language learning success. The study concluded that motivation is a multidimensional determinant of successful Arabic language education and should become a central consideration in instructional practices and curriculum development.
The Perspectives of Classical and Contemporary Islamic Scholars on the Phenomenon of Suicide in the Modern Era
Suicide has become a complex global phenomenon involving psychological, social, medical, and religious dimensions, requiring interdisciplinary understanding and prevention strategies. From an Islamic perspective, suicide is not only a mental health issue but also a theological and ethical concern. This study aimed to examine and compare the perspectives of classical and contemporary Islamic scholars on suicide in the modern era, focusing on conceptual foundations, interpretive differences, and implications for prevention. The research employed a qualitative approach using library research combined with comparative analysis. Data were collected from classical Islamic texts, contemporary scholarly publications, and interdisciplinary literature related to psychology, sociology, and mental health. The data were analyzed using thematic and comparative techniques to identify patterns, similarities, and differences across historical perspectives. The findings indicate that classical scholars consistently conceptualized suicide as a major sin within theological and juridical frameworks, emphasizing the sanctity of life and divine sovereignty. Contemporary scholars maintain this doctrinal foundation but increasingly incorporate psychological suffering, social pressures, and mental health considerations, reflecting interdisciplinary integration. The study also reveals that religiosity functions both as a protective factor and, in certain contexts, as a barrier due to stigma surrounding mental health. The integration of classical ethical teachings with contemporary scientific approaches provides a holistic framework for suicide prevention that addresses spiritual, psychological, and social dimensions simultaneously. The study concludes that classical and contemporary perspectives are complementary and can contribute to culturally sensitive prevention strategies in Muslim societies while demonstrating the adaptability of Islamic intellectual tradition in responding to modern challenges.
The Implementation of Sufism Values: An Effort to Improve Morality in Addressing Contemporary Juvenile Delinquency
The increasing phenomenon of juvenile delinquency and moral decline among adolescents highlights the urgent need for educational approaches that integrate spiritual and ethical development. This study aimed to examine the implementation of Sufism values in improving adolescent morality and to analyze their contribution to addressing contemporary juvenile delinquency. The research employed a qualitative library research design by analyzing relevant literature from books, scholarly journals, and academic documents related to Sufism, moral education, and youth behavior. Data were collected through systematic literature searches and analyzed using qualitative content analysis and thematic analysis to identify conceptual patterns and relationships among variables. The findings revealed that Sufism values provide a holistic framework for moral development grounded in spiritual purification, ethical awareness, and behavioral transformation. Core values such as sincerity, patience, humility, spiritual consciousness, and compassion were found to strengthen adolescents’ self-control, emotional regulation, and moral responsibility. The implementation of these values occurred through experiential spiritual practices, mentoring, communal religious activities, and role modeling within educational and social environments. Furthermore, Sufism values contributed to preventing juvenile delinquency by fostering moral identity, providing existential meaning and life purpose, and promoting positive peer relationships and social harmony. In conclusion, the integration of Sufism values into educational and community contexts offers a transformative approach to strengthening adolescent morality and addressing behavioral problems. This study contributes to the development of spirituality-based character education by emphasizing internal moral resilience rather than external behavioral control.
The Use of LCD Projectors as Learning Media in Enhancing Students’ Interest in Learning Arabic at MAS NW Sepit
This study examines the use of LCD projectors as instructional media and their influence on students’ interest in learning Arabic at MAS NW Sepit. The research is motivated by the persistent issue of low student interest in Arabic language learning, often resulting from monotonous, teacher-centered instructional practices and limited integration of instructional technology. In response to the growing demand for more interactive and student-centered learning in the digital era, this study aims to explore how LCD projectors are utilized in Arabic language instruction and to what extent their use enhances students’ learning interest. A qualitative descriptive approach was employed. Data were collected through classroom observations, interviews with Arabic language teachers, and documentation of teaching activities involving LCD projector use. The data were analyzed using data reduction, data display, and conclusion drawing techniques to identify patterns related to media utilization and student responses. The findings reveal that LCD projectors are systematically used to present Arabic learning materials in visual formats, including texts, vocabulary, images, and structured explanations. This visual presentation contributes to a more engaging learning environment by increasing students’ attention, reducing boredom, and encouraging active participation during lessons. Students demonstrated greater enthusiasm and focus when learning activities incorporated visual media compared to conventional instructional methods. In conclusion, the study indicates that LCD projectors function as effective instructional media that support students’ interest in learning Arabic. Integrating technology-based media into Arabic language instruction can enhance learner engagement and improve the overall quality of the learning process.
The Role of Teachers in Creating an Effective Arabic Language Learning Environment at MTs NW Karang Baru
Arabic language learning in Islamic schools requires not only appropriate instructional strategies but also a supportive learning environment shaped largely by the teacher. This study aimed to describe the role of teachers in creating an effective Arabic language learning environment at MTs NW Karang Baru, focusing on teachers’ efforts to establish a conducive atmosphere, the challenges they encountered, and the impact of these efforts on learning effectiveness. The research employed a qualitative approach with a descriptive design. Data were collected through classroom observations, interviews with Arabic teachers and students, and documentation of instructional materials, and were analyzed using data reduction, data display, and conclusion drawing. The findings revealed that teachers contributed to an effective Arabic learning environment through structured lesson planning, the use of varied instructional methods, the consistent habituation of Arabic use in classroom interactions, and the utilization of learning media. However, teachers faced several constraints, including students’ low learning motivation, differences in learner abilities, limited facilities and instructional media, and substantial administrative workloads. Despite these challenges, teachers’ efforts positively influenced the learning process and outcomes, as reflected in increased student participation, improved comprehension and Arabic language skills, and the development of more positive attitudes toward Arabic learning. These findings highlight the teacher’s central role as a key factor in enhancing the quality of Arabic language learning environments in madrasah contexts.
Problematics of Mahārah al-Qirā’ah (Reading Skill) in Arabic Language Learning
This study investigates the problematics of maharah al-qirā’ah (Arabic reading skills) in Arabic language learning by examining the major difficulties experienced by learners, the contributing linguistic and instructional factors, and the pedagogical implications. Reading skill plays a central role in accessing Arabic texts, yet many learners continue to struggle with accuracy, fluency, and comprehension. The research employed a descriptive qualitative approach using library research. Data were collected from scholarly books, peer-reviewed journal articles, and relevant academic sources published within the last decade. The materials were analyzed through qualitative content analysis to identify recurring themes related to reading difficulties, causal factors, and instructional solutions. The findings indicate that learners face multidimensional challenges, including limited vocabulary mastery, weak understanding of grammatical structures (nahwu and sharaf), difficulty recognizing morphological patterns, phonological inaccuracy, low reading fluency, and problems in identifying main ideas and making contextual inferences. These difficulties are influenced by linguistic complexity, teacher-centered instructional practices, limited strategy-based teaching, inadequate learning media, mismatched curriculum materials, and minimal exposure to Arabic outside the classroom. The study concludes that improving Arabic reading competence requires integrated strategies that combine phonological training, morphological awareness, functional grammar instruction, explicit reading strategy development, interactive pedagogy, and supportive learning environments. The findings contribute to a more comprehensive understanding of Arabic reading instruction and provide practical insights for educators and curriculum developers.
Offensive Depictions of the Prophet Muhammad (PBUH) and Muslim Response
The Crusade is an iconic event in history, and violent clashes between Muslims and Christians are still continue in different parts of Europe. In this regard, Western media along with some arrogant people, are playing a central role in provoking the situation towards an unending crisis. The wave of anti-Muslim sentiment and Islamophobia is prevalent in various forms, and media is portraying Islam as a violent religion and Muslims as arrogant or terrorists. Scholars define this moment as the rise of Islamophobia and Xenophobic against Muslims. The controversies and provocations became more severe when the Western media published depictions of Prophet Muhammad (PBUH), along with the display of historical artwork. Although it was a longstanding tradition within Islam and Christianity to publish or redraw the pictures of prophets. In contemporary times, Muslims perceive this as offensive. This action not only hurt but also provoked the Muslims around the world. They claimed that visual depictions of the prophets should be prohibited and are particularly averse to visual representations of Prophet Muhammad (PBUH). In this context, the key concern is with newspapers, i.e Charlie Hebdo and Jyllands-Posten, which used the images and encouraged idolatry, whereas Islam does not permit depictions of Prophet Muhammad. So, this analysis comprises the work of Western and Muslim scholars and also includes moderate views about the depiction. Nonetheless, there is a need to promote the notion of coexistence based on mutual respect and without that, peace and harmony cannot prevail, which is the beauty of all religions.
A Curriculum-Based Islamic Framework for Ihsān and Career Development
Career development within many Muslim education systems is often treated as external to the curriculum, with emphasis placed on academic certification rather than formative educational processes. Such degree-centred approaches are increasingly inadequate in contemporary contexts marked by rapid socio-economic change and ethical uncertainty. This conceptual paper proposes a curriculum-based Islamic framework for career development grounded in the Qur’an and Sunnah, positioning ihsān (excellence) as the ethical core of educational formation. Drawing on Islamic epistemology and curriculum theory, the paper reframes career development as a gradual process embedded within curriculum aims rather than a post-school concern. It introduces the ISIT framework, Intention (niyyah), Skill (mahārah), Integrity (amānah), and Reliance upon Allah (tawakkul) to conceptualise how curriculum can cultivate ethically grounded, competent, and responsible learners. The paper further clarifies the complementary roles of learners, parents, communities, and divine reliance in sustaining ihsān within career development. It argues that ihsān flourishes when responsibility is properly aligned and weakens when effort, guidance, or reliance is misplaced. The framework contributes to Islamic education by offering a coherent, faith-consistent curriculum lens for understanding career development as an educational outcome.
The Relationship Between the Quality of Faith and Depression Risk Among Muslims: A Study from the Perspective of Islamic Psychology
This study is motivated by the limited research on the relationship between the quality of faith and depression risk among Muslims, despite its significant impact on mental health and well-being in religious communities. The study aims to explore how religiosity, reflected in practices such as prayer, Qur’an recitation, dhikr, and reflective engagement with Islamic teachings, influences depressive symptoms and emotional resilience. The research adopts a qualitative literature review design, analyzing secondary sources from books, journals, and credible studies published within the last ten years. The sample includes multiple scholarly works focusing on religiosity, Islamic psychology, and mental health, selected through purposive sampling. Data were collected through systematic literature analysis and thematic synthesis, guided by frameworks from Islamic psychology and contemporary mental health theories. The findings reveal a significant inverse relationship between the quality of faith and depression risk. Higher levels of religiosity were associated with lower depressive symptoms, improved emotional regulation, enhanced self-confidence, and better coping with life stressors. Practices such as reflective recitation of Al-Fatihah and regular dhikr served as spiritual anchors, fostering hope, reducing despair, and maintaining neurochemical balance, including the regulation of endorphins and neurotransmitters. These results align with both the transactional stress and coping theory and psychoreligious models, supporting the protective role of faith in mental health. The study concludes that faith-based practices play a critical role in enhancing psychological well-being among Muslims. The implications include advancing theoretical understanding of Islamic psychology in mental health and providing practical guidance for mental health practitioners, educators, and religious leaders to integrate spiritual interventions into preventive and therapeutic programs. Future research could empirically examine individual differences, demographic factors, and the effectiveness of faith-based interventions in diverse Muslim populations.
Copyright (c) 2025 Journal of Islamic Religious Studies
Exploring the Impact of Spousal Compatibility (Kafa’ah) on Marital Harmony: A Comprehensive Literature Review
This study is motivated by the limited research on spousal compatibility (kafa’ah), despite its significant impact on marital harmony and family stability. While kafa’ah is a foundational concept in Islamic marital jurisprudence, contemporary scholarship has not fully integrated classical perspectives with modern empirical findings. Therefore, this study aims to systematically explore the dimensions of kafa’ah and analyze how these dimensions influence marital harmony through a comprehensive literature review. The research adopts a qualitative design, synthesizing findings from peer-reviewed journal articles, classical Islamic texts, and contemporary family studies selected through purposive sampling. Data were collected through document analysis and examined using thematic analysis to identify recurring patterns related to compatibility and marital outcomes. The findings reveal three major dimensions of kafa’ah: religious–spiritual, emotional–communicative, and socioeconomic–cultural compatibility. Religious compatibility consistently emerges as the most influential factor shaping marital stability, while emotional and communication alignment strengthens conflict management and relational intimacy. Socioeconomic and cultural compatibility further supports cooperation in daily marital functioning. These results align with both classical Islamic scholarship and contemporary relationship psychology, demonstrating coherence between traditional jurisprudence and modern scientific understanding. The study concludes that kafa’ah plays a critical multidimensional role in enhancing marital satisfaction, reducing conflict, and strengthening emotional and spiritual bonds. The implications include theoretical contributions to the integration of Islamic family law and family psychology, as well as practical recommendations for marriage counselors, religious leaders, and policymakers to emphasize multidimensional compatibility in premarital guidance. Future research is encouraged to examine kafa’ah using empirical or longitudinal approaches to deepen understanding within diverse cultural contexts.
The Role of Daily Islamic-Based Activities in Shaping Discipline of Early Childhood at RA Maunaturrahman NW Mekar Kute in the 2025/2026 Academic Year
This study aims to examine the role of daily Islamic-based activities in shaping the discipline of early childhood at RA Maunaturrahman NW Mekar Kute in the 2025/2026 academic year. This research employed a qualitative approach with a descriptive design, allowing the researcher to understand the real experiences of children, teachers, and the school principal regarding the habituation of Islamic activities in the early childhood education environment. The informants consisted of the head of RA, three teachers, and 50 students, selected using purposive sampling. Data were collected through observation, in-depth interviews, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña through the stages of data reduction, data display, and conclusion drawing. Data validity was ensured through source and technique triangulation. The findings indicate that daily Islamic-based activities, such as greetings, joint prayers, congregational dhuha prayers, short tadarus sessions, and queue habituation, were implemented in a structured and consistent manner, thereby shaping children’s disciplined behavior. The children became accustomed to being punctual, taking turns, respecting their peers, and following rules orderly. The role of teachers and the school principal as role models, along with parental support, were the main factors supporting the success of this habituation. The challenges encountered included children’s natural tendency to play and the limitations of worship facilities, such as prayer garments, prayer mats, and children’s Qur’ans. Overall, this study confirms that daily Islamic-based activities are effective as a means of fostering discipline in early childhood, both at school and at home.
Efforts to Address the Rising Cases of Divorce: Mahmud Syaltut’s Perspective
This study is motivated by the limited research on preventive measures against divorce, despite its significant impact on family stability and social harmony in Muslim communities. The study aims to describe and analyze Mahmud Syaltut’s perspective on overcoming the increasing number of divorce cases. The research adopts a qualitative descriptive design, using literature as the primary source, with data collected by visiting libraries and examining books and scholarly works relevant to the research theme. Data were analyzed through thematic analysis and presented descriptively to provide a comprehensive understanding of preventive strategies. The findings reveal that tackling the rising divorce rate can be achieved through four main measures: selecting a prospective wife with noble morals and strong religious commitment, proposing marriage according to proper Islamic procedures, ensuring that husband and wife uphold their respective rights and obligations after marriage, and avoiding domination or undue interference by parents or extended family in family matters. These results align with the objectives of the study and support existing Islamic legal scholarship emphasizing ethical marital conduct, moral integrity, and family stability. The study concludes that Mahmud Syaltut’s guidance provides practical and ethically grounded strategies that can serve as a reference for married couples, families, and society. The implications encompass theoretical contributions to Islamic family law literature and practical recommendations for policymakers, religious scholars, and community leaders to promote marital education, counseling, and preventive measures against divorce. Additionally, this study identifies future research opportunities on empirical testing of these preventive strategies in diverse social and cultural contexts.
The Role of Adab in the Process of Seeking and Practicing Knowledge from an Islamic Perspective: A Literature Review
This study is motivated by the growing concern over the declining ethical conduct among students and the limited scholarly attention given to the role of adab in the process of seeking and practicing knowledge within contemporary Islamic education. While numerous studies address cognitive and pedagogical aspects, fewer explore the spiritual-ethical foundations that shape meaningful learning. Therefore, this literature review aims to examine how adab functions as a core element in the acquisition, internalization, and application of knowledge from an Islamic perspective. A qualitative literature review method was employed by analyzing classical Islamic works, contemporary academic publications, and key writings of prominent Muslim scholars. The analysis focused on conceptual frameworks of adab, its principles in learning, and its implications for educational practice. The review process included thematic analysis to identify recurring constructs and patterns related to ethical discipline, intellectual humility, teacher–student relationships, and the transformative purpose of knowledge. The findings indicate that adab is foundational in shaping learners’ intentions, attitudes, and behaviors, serving as a moral compass throughout the learning process. Classical scholars emphasize that knowledge devoid of adab leads to superficial understanding and weak character formation. Furthermore, adab fosters sincerity, respect for teachers, disciplined inquiry, and responsible application of knowledge in daily life. The review also highlights that integrating adab into modern education can strengthen spiritual awareness, promote holistic learning, and enhance students’ moral resilience. In conclusion, adab plays a central role in ensuring that the pursuit of knowledge aligns with Islamic ethical values and contributes to the development of morally grounded individuals.
The Implementation of Reward and Punishment in Motivating Female Students’ Learning at Ma Mu’allimat NW Anjani, East Lombok
This study investigates the implementation of reward and punishment strategies to enhance female students’ learning motivation at MA Mu’allimat NW Anjani, East Lombok. The research addresses challenges such as low motivation, tardiness, incomplete assignments, and rule violations, focusing on how structured rewards and educative punishments foster discipline, engagement, and active learning. A qualitative case study design was employed, with data collected through classroom observations, structured interviews with the vice principal, teachers, and students, and documentation of school programs and student achievements. Data analysis followed an interactive model of reduction, display, and verification. Findings indicate that rewards, including certificates of appreciation, symbolic gifts, and public announcements of students’ names, effectively increase students’ pride, self-confidence, and intrinsic motivation. Educative punishments, such as additional assignments or material repetition, promote responsibility and awareness of behavioral expectations. The study also identifies key supporting factors, such as collaboration among subject and homeroom teachers, a supportive school environment, and parental involvement, as well as inhibiting factors, including inconsistent teacher application, limited time and budget, and diverse student perceptions. When applied consistently, fairly, and thoughtfully, the combination of reward and punishment creates a balanced, competitive, and positive classroom environment, motivating students to actively engage in learning while fostering discipline and character development. These findings provide practical guidance for educators and reinforce behaviorist and Islamic educational principles in promoting effective student motivation.
Parent Guardian Participation In Supporting Pondok Programs At Darul Husaini Nahdatul Wathan Diniyah Islamiyah Islamic Boarding School, Sanggeng, Kelebuh Village, Central Praya District
This study investigates the forms and extent of parental (wali santri) participation in supporting the programs of Pondok Pesantren Darul Husaini NWDI Sanggeng, and examines how such participation contributes to the institution’s success and development. Using a qualitative approach, data were obtained through in-depth interviews, participant observation, and documentation analysis. The results reveal three primary forms of participation: intellectual contribution, material support, and direct involvement in pesantren activities. Intellectual contributions include providing constructive input on institutional policies and program planning. Material support is reflected in financial assistance for operational needs and program implementation. Direct involvement encompasses participation in religious events, community service, and other pesantren-led initiatives. Factors that foster participation include strong trust in the pesantren’s leadership, a high awareness of the importance of religious education, and effective communication between the institution and parents. Conversely, obstacles to participation arise from time constraints due to work commitments, limited financial capacity, and insufficient access to information about ongoing programs. The findings underscore that active parental involvement significantly enhances the quality and sustainability of the pesantren’s educational and character-building efforts. Strengthening communication strategies, fostering mutual trust, and creating more accessible opportunities for involvement are essential to further maximize the role of parents in pesantren development.
The Role of Islamic Education Teachers in Shaping Students’ Islamic-Based Character at SDN 2 Montong Beter
Islamic-based character formation in elementary school students is a crucial aspect of education, aiming to ensure that learners not only acquire academic knowledge but also internalize moral, spiritual, and ethical values as guiding principles in daily life. Islamic Education (PAI) teachers hold a strategic role in instilling these values from an early age. This study seeks to address two main questions: (1) How do PAI teachers contribute to the formation of Islamic-based character in students? and (2) What supporting and inhibiting factors influence this process? Employing a qualitative descriptive approach, data were collected through interviews, observations, and documentation, involving the school principal, PAI teachers, and students as participants. Data analysis followed the stages of data reduction, data presentation, and conclusion drawing. The findings reveal that: (1) the role of PAI teachers in shaping Islamic character is implemented through early instillation of adab, the integration of lectures with direct practice, the habituation of prayer before and after learning, and the provision of exemplary daily behavior; (2) Supporting factors include strong principal support and effective collaboration among teachers, while inhibiting factors involve limited parental engagement and restricted instructional time for PAI. Overall, the role of PAI teachers at SDN 2 Montong Beter proves effective in fostering Islamic character, though stronger collaboration between school and family is recommended to reinforce outcomes.
Why Allah, The Omnipotent, Omniscient, Omnipresent, and Omnibenevolent (also known as ‘The Supreme Lord of The Universal Committee and Divine Council’) Is Not Alleviating The Hardship and Agony of the Palestinian Muslims of Palestine?
This study addresses the persistent humanitarian crisis faced by Palestinian Muslims under the oppression of the Zionist Government of Israel, marked by widespread killings, displacement, and the suffering of women and children. The central problem examined is the theological question of why Allah, described as Omnipotent, Omniscient, Omnipresent, and Omnibenevolent, has not yet alleviated the hardship and agony of the Palestinian people. The research aims to explore the divine attributes of Allah within the framework of Islamic theology while also engaging comparative references to broader Abrahamic traditions. Using a qualitative library research design, this study draws upon primary sources including the Qur’an, Hadith, and classical tafsīr, as well as secondary sources such as contemporary scholarly works and journal articles. Data collection was conducted through thematic review and organization of textual materials, while content analysis was applied to interpret the theological significance of Allah’s attributes, particularly the balance between mercy, justice, sternness, and divine tests. The results indicate that, while the suffering of the Palestinian Muslims can be understood as a divine test as mentioned in the Qur’an, it also reflects the broader reality of Allah’s attributes that include sternness and justice towards human ingratitude and disobedience. This dual perspective emphasizes the importance of patience, faith, and steadfastness, while also acknowledging divine wisdom that surpasses human comprehension. The conclusion highlights the need for Muslims to strengthen their belief in Allah’s comprehensive attributes, maintaining faith in His ultimate justice and mercy despite ongoing trials.
Internasionalisasi Pendidikan Islam: Analisis Kajian Pustaka tentang Dinamika, Peluang, dan Hambatan
Internasionalisasi pendidikan Islam merupakan isu strategis dalam menghadapi arus globalisasi dan perkembangan teknologi yang semakin pesat. Penelitian ini bertujuan untuk menganalisis dinamika, peluang, dan hambatan internasionalisasi pendidikan Islam dalam konteks kontemporer. Metode penelitian yang digunakan adalah studi literatur dengan pendekatan kualitatif deskriptif. Data penelitian dikumpulkan dari berbagai artikel ilmiah, laporan penelitian, dan publikasi relevan dalam kurun waktu 2019–2024, kemudian dianalisis secara tematik untuk menemukan pola, kecenderungan, serta tantangan yang dihadapi. Hasil penelitian menunjukkan bahwa internasionalisasi pendidikan Islam berkembang melalui tiga aspek utama, yaitu peningkatan kolaborasi internasional, pemanfaatan teknologi digital, dan mobilitas akademik. Di sisi lain, peluang yang dapat dimanfaatkan mencakup akses terhadap jaringan global, dukungan teknologi pembelajaran, serta meningkatnya kebutuhan dunia terhadap nilai-nilai Islam yang moderat. Namun demikian, penelitian ini juga menemukan sejumlah hambatan signifikan, seperti keterbatasan sumber daya manusia, kendala bahasa, keterbatasan infrastruktur teknologi, dan regulasi yang belum sepenuhnya mendukung internasionalisasi. Kesimpulan dari penelitian ini menegaskan bahwa internasionalisasi pendidikan Islam berperan penting dalam meningkatkan daya saing dan relevansi lembaga pendidikan Islam di kancah global. Implikasi praktisnya, lembaga pendidikan Islam perlu merancang strategi adaptif berbasis teknologi dan kerjasama global, sementara secara teoretis penelitian ini memperkaya kajian tentang pendidikan Islam dalam konteks globalisasi.
A Literature Study on Polygamy Practices in the Context of Islamic Law and Indonesian Legal Framework
Polygamy remains a complex and contested issue in Indonesia, where Islamic legal norms intersect with national regulations, particularly Law No. 1 of 1974 on Marriage and the Compilation of Islamic Law (KHI). This study aims to explore how polygamy is conceptualized in Islamic jurisprudence and Indonesian statutory law, identify the gaps between legal norms and practical implementation, and evaluate opportunities for legal harmonization and gender justice. Employing a qualitative literature study approach, this research systematically analyzed scholarly publications, legal documents, and comparative texts from 2015 to 2024 using purposive sampling. Data were examined through content analysis and legal hermeneutics, focusing on themes such as legal requirements, women’s rights, and socio-legal implications. The findings reveal that while both Islamic law and Indonesian legislation formally permit polygamy under specific conditions—such as fairness and financial capacity—many real-world practices, including unregistered (sirri) polygamous marriages, occur outside legal oversight, leaving women and children vulnerable. The study also highlights the gender asymmetry embedded in current laws, which grant polygamous rights exclusively to men. Comparative insights from countries like Morocco illustrate more progressive alternatives, such as prenuptial conditions limiting polygamy. This research underscores the need for legal reform and reinterpretation of Islamic law in alignment with principles of justice and gender equality. The study contributes to ongoing discourse on Islamic family law, legal pluralism, and human rights in Indonesia.
The Role of Information Technology in Instilling Akhlaqul Karimah in Elementary and Islamic Elementary School Students: A Conceptual Review
In the digital era, Islamic education faces both opportunities and challenges in fostering Akhlaqul Karimah (noble character) among elementary students. The increasing exposure to digital content necessitates a strategic integration of information technology (IT) to reinforce moral and spiritual development. This conceptual review aims to examine the current practices of IT integration in Islamic character education, identify associated challenges and opportunities, and propose a conceptual framework to guide future practice. Using a qualitative conceptual review design, this study analyzed 20 peer-reviewed journal articles and scholarly books published within the last decade. Data were collected using a literature review matrix and analyzed through data reduction, display, and conclusion drawing, following the model of Miles, Huberman, and Saldaña. The results indicate that digital tools such as mobile applications, digital storytelling, Islamic multimedia, and e-books are widely utilized to support character education. These tools enhance engagement and provide innovative moral learning experiences. However, challenges such as limited digital literacy among teachers and insufficient infrastructure remain significant barriers. Despite this, the integration of IT offers promising opportunities to personalize learning, expand access to Islamic content, and gamify moral instruction. This study proposes a conceptual framework that bridges Islamic pedagogy with digital innovation, highlighting the pivotal role of educators in guiding ethical technology use. The findings provide theoretical insights and practical directions for curriculum designers, educators, and policymakers seeking to align digital transformation with Islamic moral values.
Elementary and Islamic Elementary School
The Influence of Learning Media on Early Childhood Cognitive Development at KB IT Rabbani Pepao, Lekor Janapria
Early childhood is a crucial phase for cognitive development, requiring stimulating environments and appropriate instructional strategies. This study aimed to examine the types of learning media used and their influence on early childhood cognitive development at KB IT Rabbani Pepao, Lekor Janapria. Employing a quantitative descriptive approach, the research involved the total population of 38 children, using structured questionnaires and observation checklists to collect data. Descriptive statistics were used to analyze media usage trends, while simple linear regression determined the impact of media on cognitive outcomes. Findings indicated that picture cards (M=4.21, SD=0.62), storybooks (M=3.95, SD=0.75), and educational toys (M=3.68, SD=0.80) were the most commonly used media, whereas interactive digital media were used less frequently (M=2.47, SD=1.10). Cognitive assessment results showed higher mean scores in memory (M=78.5) than in reasoning (M=74.3) and problem-solving (M=70.1). Regression analysis revealed a statistically significant positive relationship between learning media usage and cognitive development (β = 0.62, p < 0.001), accounting for 38% of the variance. These findings suggest that the strategic use of varied media supports cognitive growth in young children, particularly in rural Islamic educational settings. The study underscores the need for integrating accessible and engaging media into early learning environments to enhance memory, reasoning, and problem-solving skills.
The Strategy of Qur'an Teachers in Improving Students' Qur'an Reading Skills at TPQ Lendang Terak, Ekas Buana Village, Jerowaru District
This study aimed to describe the strategies employed by religious teachers to improve students’ Qur’an reading abilities at the Lendang Terak Qur’anic Education Park (TPQ), located in Ekas Buana Village, Jerowaru District. A qualitative research method with a descriptive approach was applied. Data were collected through observation, interviews, and documentation, involving religious teachers and students as the primary data sources. The data were analyzed using the Miles and Huberman model, which included data reduction, data display, and conclusion drawing. The findings revealed that teachers implemented a range of strategies, including gradual and individualized guidance, the talaqqi method, motivational techniques, personal approaches, and the use of simple learning media tailored to students’ varying levels of ability. Several internal and external factors were found to influence the effectiveness of these strategies. Internal factors encompassed intelligence, talent, interest, motivation, and students' ability to maintain focus during learning. Students with higher cognitive abilities and motivation were generally quicker in acquiring Qur’an reading skills. External factors included parental involvement, environmental support, availability of facilities, and the teacher’s role. The study also identified key challenges such as limited infrastructure, insufficient instructional time, and lack of support from families and the broader environment. Conversely, the presence of qualified teachers, engaging teaching methods, and a religiously conducive environment significantly contributed to enhancing students’ reading proficiency.
Formulation of Islamic Educational Thought: An Approach and Literature Review in Islamic Educational Practice
This study examines the models of thought in Islamic education that developed in the course of Islamic intellectual history. Three main approaches are analyzed, namely: (1) the conservative school (al-Muhāfiẓ) represented by al-Ghazālī, with a focus on text-based education (naqli) and metaphysical dimensions; (2) the religious-rational school (al-Dīniy al-‘Aqlāniy) as depicted in the thoughts of the Ikhwān al-Ṣafā which emphasizes the balance between revelation and reason; and (3) the pragmatic school (al-Dzarā’i‘iy) pioneered by Ibn Khaldūn, which emphasizes the historical and sociological approach in education. The method used is a literature review with a critical examination of relevant primary and secondary sources. The results of the study show that each school has a distinctive epistemological foundation whether based on sacred texts, rationality, or empirical reality which forms a holistic conceptual framework for Islamic education. These findings contribute to the development of contemporary Islamic education curriculum by considering the integration between text, reason, and context.
Development of a Competence and Character-Based PAI Curriculum: A Literature Review
The development of a competence and character-based curriculum in Islamic Education (PAI) is essential for fostering both academic skills and moral integrity in students. This literature review investigates the integration of competence-based and character-based frameworks in the PAI curriculum in Indonesia. It examines theoretical foundations, previous studies, and practical challenges while proposing a framework for further curriculum development. The research identifies that competence-based education, which focuses on knowledge and practical skills, can be harmonized with character-building approaches that emphasize ethical and moral values. However, challenges such as the lack of clear guidelines for character education, the imbalance between cognitive and moral development, and the difficulty in assessing character traits hinder the integration process. Despite these challenges, opportunities arise through Indonesia's ongoing curriculum reforms, such as the Kurikulum Merdeka, which offers a more flexible and holistic approach. The integration of these frameworks is expected to positively impact students’ academic performance and personal development, cultivating responsible, well-rounded individuals. This study contributes to the improvement of the PAI curriculum by suggesting practical recommendations for balancing competence and character education in Islamic schools.
The Concept of Justice in Islam: A Literature Review of Tafsir Al-Qur'an and Hadith
Justice is a fundamental principle in Islam that encompasses various aspects of life, including social, economic, and legal matters. This study aims to analyze the concept of justice in Islam based on the Qur'anic exegesis (tafsir) and Hadith using a literature review method. The primary data sources consist of the Qur'an, Hadith, as well as classical and contemporary tafsir literature. The findings of the study reveal that justice in Islam is not only related to equality but also the granting of rights in accordance with Islamic law (sharia). The Qur'an mentions the concept of justice using the terms al-'adl and al-qist, which refer to balance, equality, and the protection of individual rights. The Hadith of Prophet Muhammad SAW emphasizes the importance of justice in leadership, economic transactions, and social relationships. A study of classical tafsir sources such as Ibn Kathir and Al-Tabari shows that justice in Islam has a strong foundation in sharia law, while contemporary tafsir sources like Muhammad Abduh and Al-Jabiri emphasize its application in social and economic contexts. The findings of this study demonstrate that the concept of justice in Islam is dynamic and can serve as a foundation for the development of an inclusive legal system, fair economic distribution, and harmonious social interactions. Therefore, a deep understanding of justice in Islam through the Qur'anic exegesis and Hadith can contribute to creating a more just and prosperous society.
Peran Tauhid Dalam Membangun Akhlak Siswa di SDIT Putri Abu Hurairah Mataram
Penelitian ini bertujuan untuk menggali peran tauhid dalam pembentukan akhlak siswa di SDIT Putri Abu Hurairah Mataram. Pendidikan tauhid dianggap sebagai fondasi utama dalam membentuk karakter siswa yang berakhlak mulia. Pendekatan kualitatif deskriptif digunakan dalam penelitian ini, dengan teknik pengumpulan data melalui wawancara, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa 95% siswa menyatakan bahwa pemahaman dan pengamalan nilai tauhid berperan besar dalam membentuk akhlak mereka, seperti kejujuran, kedisiplinan, dan rasa tanggung jawab. Faktor pendukung utama adalah peran guru sebagai teladan, sementara tantangan yang dihadapi adalah kurangnya motivasi sebagian siswa untuk mendalami nilai tauhid. Upaya sekolah untuk mengintegrasikan nilai tauhid dalam pembelajaran melibatkan teladan guru, kerjasama dengan orang tua, dan kegiatan keagamaan di luar kelas. Penelitian ini menyarankan perlunya penguatan metode pengajaran dan pendalaman materi tauhid untuk mencapai hasil yang optimal dalam pembentukan akhlak siswa.