Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan

Artikel

• Ecotheology-Based Green Islamic Boarding School Management Transformation: Integrating Ecological Leadership and Islamic Ecotheological Education to Advance Sustainable Educational Governance

  Abdul Haq AS • Badrul Mudarris

  Hal: 1-16

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  This study examines how ecotheology-based green pesantren management is transformed through the integration of ecological leadership, Islamic ecotheological education, and institutional management practices. A qualitative single-case study was conducted at Nurul Jadid Islamic Boarding School, Paiton, Probolinggo, East Java, from March to June 2026. Nineteen informants were selected purposively from the Board of Caretakers, pesantren administrators, the Environmental and Cleanliness Division (BKLH), dormitory administrators, and senior students. Data were generated through in-depth interviews, participant observation, and document analysis, and were analyzed using the interactive model of Miles, Huberman, and Saldaña through data condensation, data display, and conclusion drawing and verification. The findings indicate four interconnected mechanisms. Islamic ecotheology provides the normative orientation through the principles of khalīfah, amānah, mīzān, and the prohibition of fasād fī al-arḍ; the ecological leadership of the kiai translates these values into institutional direction and role modeling; ecotheological education internalizes them through meaning-making, habituation, and ecological praxis; and the green management system embeds them in planning, organizing, coordination, implementation, supervision, and participation. Their integration supports a shift from activity-based environmental programs toward sustainable educational governance. The study proposes Ecotheological Green Pesantren Management as a context-bound conceptual model linking spiritual values, leadership, pedagogy, organizational routines, and sustainability governance.

  DOI: https://doi.org/10.53515/alqodiri.v24i3.282

  Abstract View: 143 Download: 159

• Guided Inquiry Assisted by PhET for Elementary Students' Critical Thinking on Force: A Quasi-Experimental Study

  Amelia Nabilla Zahra • Zulherman

  Hal: 17-28

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  Purpose: This study investigates the contribution of memory skill and memory effort to university students’ arithmetical literacy and examines whether their predictive patterns differ between students at different stages of study. Understanding these relationships is relevant because arithmetical literacy requires not only procedural competence but also the ability to retain, retrieve, and effectively use mathematical information when solving quantitative problems.

  Method: The study employed a quantitative approach involving 300 university students, consisting of 150 third-semester students and 150 fifth-semester students from five higher education institutions. Data were collected using instruments measuring memory skill, memory effort, and arithmetical literacy. Multiple regression analysis was conducted separately for the two semester groups to determine the simultaneous and individual contributions of memory skill and memory effort to arithmetical literacy.

  Findings: The results showed that the combined regression models were statistically significant for both groups. Memory skill and memory effort jointly explained 10.9% of the variance in arithmetical literacy among third-semester students and 20.2% among fifth-semester students. At the individual predictor level, memory skill significantly contributed to arithmetical literacy among third-semester students but did not show a significant contribution among fifth-semester students. In contrast, memory effort significantly contributed to arithmetical literacy in both groups. These findings indicate that the role of memory-related factors in arithmetical literacy varies according to students’ stage of study.

  Significance: The study extends understanding of the cognitive factors associated with arithmetical literacy by distinguishing between memory capacity-related skill and the effort students invest in remembering and retrieving mathematical information. The findings suggest that strengthening students’ strategic memory effort may provide a more consistently relevant support for arithmetical literacy across different stages of university study.

  DOI: https://doi.org/10.53515/alqodiri.v24i3.241

  Abstract View: 115 Download: 156

• Association Between the Quality of the Islamic Education Management Information System and Madrasah Administrative Efficiency at MA Imam Ibnu Katsir Pekanbaru

  Nasril • Fahrina Yustiasari Liriwati • Zulhimma • Zulhammi • Ali Pirdaus

  Hal: 29-39

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  Background of Study: Digital information systems can streamline educational administration, but the presence of technology alone does not guarantee efficient services. Aims and Scope of Paper: This study examined the statistical association between the quality of the Islamic Education Management Information System and madrasah administrative efficiency at MA Imam Ibnu Katsir Pekanbaru. Methods: A quantitative explanatory survey was conducted with a population of 344 students. A sample of 185 students was determined using the Slovin formula with a 5% margin of error and was selected using the random sampling procedure reported in the original study. Data were collected with two 15-item, five-point Likert scales measuring perceived information-system quality and madrasah administrative efficiency. Item validity, Cronbach's alpha reliability, descriptive statistics, assumption tests, and simple linear regression were analyzed in IBM SPSS Statistics 29. Results: Perceived information-system quality was high (M = 4.10, SD = 0.47), as was madrasah administrative efficiency (M = 4.07, SD = 0.50). Regression analysis indicated a positive association between the two variables (B = 0.670, beta = 0.689, t = 12.846, p < .001), and the model explained 47.5% of the variance in administrative efficiency (R2 = .475). Conclusion: Within this madrasah and from the students' perspective, better perceived information-system quality was associated with more efficient administrative services. The result supports the practical value of reliable systems, accurate information, responsive service, ease of use, and data security, while the survey design does not establish causality.

  DOI: https://doi.org/10.53515/alqodiri.v24i3.275

  Abstract View: 111 Download: 87

• Arabic for Religious Purposes A Curriculum Analysis at STAI Ali bin Abi Thalib Surabaya

  Musta'in • Uril Bahruddin • Halimi Zuhdy

  Hal: 40-52

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  Arabic in Islamic higher education is commonly expected to provide access to religious sources, but the presence of Islamic content does not necessarily show that a curriculum develops functional competence for religious tasks. This study analyzed how religious purposes are enacted across the Arabic language curriculum at STAI Ali bin Abi Thalib Surabaya. A qualitative single case study examined the 2021 Curriculum Handbook, 19 prescribed books or instructional sections across six course clusters, classroom observation notes for the six clusters, and semi-structured interviews with one program administrator, seven lecturers, and one fourth level student. Data were condensed, coded into seven thematic categories, compared in analytical matrices, and triangulated across documents, interviews, and observations. The findings show a vertically sequenced curriculum in which religious purposes are distributed across institutional orientation, materials, teaching practices, and assessment. Islamic representation and content are strongly embedded across courses, while performance outcomes and assessment criteria for tasks such as analyzing sources, explaining religious knowledge, teaching, and dawah communication are less consistently articulated. The study conceptualizes this pattern as a distributed specific purpose curriculum and proposes a development framework centered on multi stakeholder needs analysis, graded performance outcomes, contemporary authentic materials, text task cycles, performance assessment, and cross course alignment governance. The framework is conceptual rather than experimentally validated.

  DOI: https://doi.org/10.53515/alqodiri.v24i3.272

  Abstract View: 96 Download: 113

• The Dimensional Ta'dīb Method: Reconstructing Imam al-Shāfiʿī's Thought on Adab Education Based on Manhaj al-Ta'dīb al-Bu'dī

  Dani Kusumah • Abas Mansur Tamam

  Hal: 53-64

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  Contemporary Islamic education faces a persistent tension between the transmission of knowledge and the formation of adab, particularly where religious and general sciences are treated as separate domains. This study reconstructs the educational dimensions embedded in Imam al-Shafi'i's thought and synthesizes them into the Dimensional Ta'dib Method (Manhaj al-Ta'dib al-Bu'dī). A qualitative library research design was employed, with al-Risalah as the principal primary source and other works identified in the research corpus used as supporting texts. The material was examined through repeated reading, thematic coding, qualitative content analysis, and conceptual synthesis. The analysis identified six interrelated dimensions of adab: adab toward Allah, the Messenger of Allah, the Qur'an, knowledge, oneself, and history and sunnatullah. These dimensions were organized through three educational processes, namely 'ilm, ta'lim, and tarbiyah, and were directed toward the formation of the Rabbani Generation. The reconstruction indicates that Imam al-Shafi'i's educational thought links theological orientation, disciplined knowledge, personal formation, and social responsibility within an ordered framework. The proposed method should be understood as a conceptual reconstruction derived from textual analysis rather than as an empirically validated instructional intervention. It therefore provides a basis for subsequent curriculum development and empirical examination in contemporary Islamic educational settings.

  DOI: https://doi.org/10.53515/alqodiri.v24i3.262

  Abstract View: 63 Download: 89

• The Response of Islamic Society to the Era of Society 5.0: A Conceptual Framework

  Alif Hibatullah

  Hal: 65-73

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  Society 5.0 places digital technologies within a human-centered social system, but technological integration also creates educational, social, and health challenges that require ethical and contextual responses. This study formulated a conceptual framework for Muslim communities by integrating these three dimensions with values derived from the Qur'an and Hadith. A qualitative library research design with an inductive orientation was used. Primary sources consisted of the Qur'an and Hadith as normative references, while secondary sources consisted of peer-reviewed articles published in Scopus-indexed journals on Society 5.0, education, digital technology, social relations, tolerance, mental health, and Islamic spiritual care. The literature was collected through documentation, selected according to topical relevance, source credibility, and compatibility with the analytical dimensions, and analyzed through qualitative content analysis. Source comparison was used to distinguish normative propositions from empirical and conceptual claims in the reviewed literature. The synthesis produced three connected dimensions. The educational dimension combines digital literacy, ethical technology use, emerging learning technologies, tolerance, and value formation. The social dimension centers on ta'awun, solidarity, attentiveness, tolerance, and responsibility toward others. The health dimension links digital health education, family support, professional care, culturally meaningful spiritual resources, and psychological well-being. The resulting framework positions Islamic values not as a substitute for technological competence or scientific knowledge, but as an ethical orientation for their use. Because the study is conceptual and literature-based, the proposed relationships should be treated as theoretically informed propositions rather than empirically validated causal effects.

  DOI: https://doi.org/10.53515/alqodiri.v24i3.271

  Abstract View: 89 Download: 80

• An Islamic Education-Based Empowerment Model for Generation Z through the Utilization of Artificial Intelligence to Strengthen Religious Moderation in Tangerang City

  Milana Abdillah Subarkah • Lukmanul Hakim • Nasrulloh Nasrulloh • Muhammad Ilhamsyah Akbar

  Hal: 74-85

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  This study examined how Generation Z in a madrasah-centered setting in Tangerang City engages with digital religious information and Artificial Intelligence (AI), and it developed an Islamic education-based empowerment model for strengthening religious moderation in digital spaces. The study used a qualitative case study design with a Participatory Action Research (PAR) orientation. Data were obtained from Generation Z students at MTsN 1 Tangerang City and supporting stakeholders, including Islamic Education (PAI) teachers, the madrasah principal, and a representative of the Ministry of Religious Affairs of Tangerang City, through participant observation, in-depth interviews, focus group discussions, documentation, and literature review. The findings showed that religious moderation within the madrasah environment was generally perceived as harmonious, while concerns were concentrated in digital spaces where students frequently encounter religious information through social media and AI. Students demonstrated strong familiarity with digital technologies but still required support in evaluating source authority, verifying AI-generated religious information, and applying digital ethics. Across stakeholder accounts, AI was considered useful for learning and content creation when it remained a supporting instrument rather than a substitute for teachers or authoritative religious sources. Based on these findings, the study formulated a five-stage empowerment model comprising needs assessment, strengthening AI and religious literacy, mentoring and information verification, production of moderate Islamic content, and reflection and evaluation. The model provides a context-grounded framework for integrating Islamic educational values, critical AI use, teacher guidance, and student agency in efforts to strengthen religious moderation.

  DOI: https://doi.org/10.53515/alqodiri.v24i3.288

  Abstract View: 87 Download: 89

• Legal Harmonization in Indonesia’s Halal Certification Ecosystem: Socio-Educational and Socio-Religious Perspectives on Consumer Protection

  Dr. Jacobus Jopie Gillalo • Dr. Nova Monaya • Assoc. Prof. Dr. Radif Khotamir Rusli, M.Ed., MH.

  Hal: 86-96

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  Background of study: Indonesia’s shift from voluntary and sectoral halal certification toward a mandatory statutory framework has changed the distribution of authority, compliance obligations, and consumer-protection mechanisms within the national halal ecosystem. The transition also creates practical questions for MSMEs and for institutions connecting state regulation with religious legitimacy.

  Aims and scope of paper: This article analyzes legal harmonization in Indonesia’s halal certification system through the combined perspectives of Socio-Educational Law and Socio-Religious Law. It focuses on legal certainty, consumer protection, MSME compliance, institutional coordination, and the role of religious authority.

  Methods: The study uses normative juridical research supported by qualitative document analysis. The analysis draws on primary legal materials governing halal product assurance and peer-reviewed literature on certification, consumer trust, MSMEs, institutional governance, traceability, and halal supply chains. No human participants or primary field data were involved.

  Result: The analysis indicates that the current framework strengthens the statutory basis of halal assurance while redistributing functions among BPJPH, halal examination actors, and recognized fatwa institutions. The self-declare pathway may reduce procedural barriers for eligible micro and small enterprises, but its credibility still depends on facilitation, verification, traceability, and clear institutional responsibility. Consumer protection therefore rests on more than mandatory labeling; it also depends on accessible information and religiously credible determination.

  Conclusion: Legal harmonization is most coherent when legal authority, compliance education, religious legitimacy, and consumer-facing transparency operate as connected elements. The combined perspective clarifies why procedural simplification must be balanced with oversight and why institutional coordination remains central to Indonesia’s mandatory halal assurance system.

  DOI: https://doi.org/10.53515/alqodiri.v24i3.257

  Abstract View: 92 Download: 80

• Power Relations and Knowledge Production in Qur’anic Studies: A Perspective from Antonio Gramsci’s Theory of Hegemony (d. 1937)

  Nelvawita • Eva Dewi • Muslim • Gusma Afriani • Mochammad Novendri S

  Hal: 97-106

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  Qur’anic education in contemporary Indonesia has expanded from community-based religious instruction into increasingly institutionalized, market-mediated, and digitally networked forms. This study examines how these transformations can be understood as processes of knowledge production and power negotiation through Antonio Gramsci’s theory of hegemony. The study used qualitative library research and theory-directed qualitative content analysis of scholarly literature, Gramscian theoretical works, and institutional materials relevant to Qur’anic education in Indonesia. The analysis focused on four connected dimensions: the institutionalization of Qur’anic learning, the role of the state and formal organizations, the commodification of religious education, and the reconfiguration of authority through digital media. The findings indicate that hegemony in Qur’anic education is not produced by a single actor. Rather, it emerges through negotiated relations among educational institutions, state-supported mechanisms of standardization, market expectations, teachers and religious intermediaries, and digital platforms that shape what counts as legitimate Qur’anic knowledge and desirable piety. Institutionalization may improve organizational consistency and access, but it may also privilege administratively visible forms of competence over locally embedded forms of religious authority; similarly, digitalization broadens access while simultaneously creating new forms of visibility-based authority. The study contributes a relational reading of Qur’anic education by showing that Gramscian hegemony is best understood here as a distributed and contested process rather than as a fixed form of domination.

  DOI: https://doi.org/10.53515/alqodiri.v24i3.290

  Abstract View: 77 Download: 61

• AI, Deepfakes, and Muslim Domestic Conflict: New Challenges of Islamic Family Law in the Age of Technology

  Aslati

  Hal: 107-116

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  Generative artificial intelligence has made realistic synthetic audio, images, and video increasingly accessible, creating new risks when manipulated media is used within intimate and family relationships. This study examines deepfake-based cyber-domestic violence as a problem for Islamic family law and for the assessment of electronic evidence in Indonesia's Religious Courts. It uses qualitative library research with normative, philosophical, and socio-technological approaches, drawing on authoritative Islamic sources, Indonesian legal materials, and peer-reviewed scholarship on deepfakes, technology-facilitated abuse, digital forensics, and Islamic AI ethics. The analysis indicates that non-consensual intimate deepfakes, voice cloning, and fabricated digital records can intensify coercive control, damage personal and family honor, and complicate judicial assessment of authenticity. The study reconstructs al-bayyinah for the digital environment through three linked evidentiary dimensions: metadata and provenance integrity, documented chain of custody, and forensic expert assessment when authenticity is disputed. This framework is interpreted through hifz al-'ird, hifz al-nafs, tabayyun, and sadd al-dhari'ah, while distinguishing current Indonesian law from the reforms proposed by the author. The study concludes that Religious Courts require clearer procedures for contested synthetic evidence and closer coordination between family-law remedies, digital-forensic practice, and victim protection.

  DOI: https://doi.org/10.53515/alqodiri.v24i3.291

  Abstract View: 64 Download: 67

• Negotiating Kejawen Fasting and Social Norms: Community Constructions of Behavioral Deviance in Kutasari, Cilacap, Indonesia

  Amirotun Sholikhah • Muridan • Lutfi Faishol • Enung Asmaya

  Hal: 117-127

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  Kejawen fasting, including ngebleng, is practiced as a form of tirakat oriented toward self-control, inner calm, and spiritual purpose, yet its social meaning is negotiated within community expectations. This study examined how the social behavior of Kejawen fasting practitioners was interpreted through local social norms in Kutasari Village, Cipari District, Cilacap Regency, Indonesia. A qualitative interpretive design was used, with an interpretative phenomenological orientation complemented by a social-ethnographic perspective. Three Kejawen fasting practitioners were selected purposively as main informants, while family members, neighbors, community leaders, religious leaders, and village officials provided supporting perspectives. Data were obtained through in-depth semi-structured interviews, observation, field notes, and documentation, and were analyzed thematically through deductive and inductive coding. The findings showed three distinct patterns. One practitioner negotiated ritual commitment and communal obligations by maintaining limited participation during fasting; another expanded social networks through participation in a Kejawen community; and a third was perceived as socially withdrawn, although this pattern was also related to economic demands, work routines, and family responsibilities. Across the cases, perceived behavioral deviance was not inherent in the fasting practice itself. It emerged from the relationship among observable conduct, local expectations concerning participation and harmony, contextual constraints, and community judgments. The study contributes a relational account of social deviance that connects local spirituality with descriptive and injunctive norms, social capital, and labeling processes without treating minority spiritual practices as deviant by definition.

  DOI: https://doi.org/10.53515/alqodiri.v24i3.287

  Abstract View: 81 Download: 65

• Contemporary Money in Modern Financial Transactions and Its Fiqh Characterization (Al-Takyīf Al-Fiqhī) in Light of Islamic Economic Rulings: A Foundational Jurisprudential Study

  Hasbullah • Jaih Mubarok • Yulizar Djamaluddin Sanrego • Ibdalsyah

  Hal: 128-137

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  Background of study: The transformation of money from banknotes to electronic value, central bank digital currencies (CBDCs), and privately issued crypto-assets has complicated the juristic classification of monetary instruments in Islamic law.
  Aims and scope of paper: This study compares contemporary forms of money through al-Takyīf al-Fiqhī by examining issuer, legal recognition, monetary function, basis of value, and transfer mechanism, and then identifies the Sharīʿah consequences of those characterizations.

  Methods: The study used qualitative library research with a juridical-normative and comparative approach, drawing on classical and contemporary fiqh works, peer-reviewed studies, fatwas and resolutions of Islamic legal institutions, and Indonesian monetary regulations.

  Result: Fiat banknotes are best characterized as independent money based on legally recognized thamaniyyah and general acceptance. Electronic money generally follows the ruling of the sovereign monetary value it stores and transfers. A state-issued CBDC may acquire the status of money when it constitutes sovereign monetary value recognized by the competent authority, although particular design features require separate Sharīʿah assessment. Cryptocurrencies require asset-specific characterization because legal status, utility, valuation, volatility, and transaction structure vary across assets.

  Conclusion: Fiqh characterization should proceed from the instrument’s economic reality, legal recognition, monetary function, and effective legal cause before rules concerning ribā, ṣarf, zakāh, and monetary capital are applied.

  DOI: https://doi.org/10.53515/alqodiri.v24i3.292

  Abstract View: 72 Download: 79

• Building Public Civility Through Virtue Ethics: Responding to the Challenges of Irrational Contemporary Lifestyles

  Benny Suwito • Esti

  Hal: 138-146

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  Contemporary lifestyles increasingly unfold through consumer markets, digital platforms, social comparison, and forms of self-presentation that can encourage decisions oriented toward visibility, status, and immediate gratification. Yet describing contemporary society as simply irrational would overstate the evidence and obscure the conditions under which reflective judgment is weakened. This study examines how technologically mediated consumer pressures may constrain reflective agency and explores how virtue ethics can contribute to public civility. It employs a qualitative conceptual literature review and thematic synthesis, prioritizing peer-reviewed international journal literature published from 2021 to 2026 while retaining the philosophical ideas required to interpret Adler, Marcuse, Baudrillard, Anscombe, MacIntyre, and Aristotelian virtue ethics. The synthesis identifies four related themes: externally cued desire and materialistic social comparison; technological and symbolic mediation of consumption; practical wisdom as a basis for reflective self-governance; and character formation as a bridge from personal virtue to civic conduct. The analysis suggests that the central problem is not technology or consumption in themselves, but patterns in which external validation displaces deliberation about reasons, ends, and common goods. Virtue ethics offers a conceptual corrective by emphasizing practical wisdom, habituated judgment, and socially situated character. Public civility is consequently interpreted as the relational expression of these dispositions in shared life, with value education and critical digital literacy identified as plausible educational pathways. Because the study is conceptual and literature-based, the proposed relationships require empirical examination in future research.

  DOI: https://doi.org/10.53515/alqodiri.v24i3.311

  Abstract View: 45 Download: 58

• Pancasila in the Global Context: A Bibliometric Analysis of Research Trends and Emerging Themes (2017–2026)

  Sri Wahyuni Tanshzil • Syaifullah Syaifullah • Leni Anggraeni • Marshelayanti Binti Mohammad Razali • Junaidi Junaidi • Ifan Kiki Kurniawan

  Hal: 147-164

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  Pancasila scholarship has expanded into debates on education, law, human rights, digitalization, and sustainability, yet its international structure remains fragmented and strongly centered on Indonesia. This study mapped research trends, collaboration patterns, and emerging themes in Pancasila scholarship from 2017 to 2026 through a bibliometric analysis of 60 English-language journal articles retrieved from Scopus. The corpus was examined through publication and citation analysis, country and author collaboration mapping, and title, keyword, and abstract term analysis using VOSviewer. Publication output increased markedly after 2023 and reached its highest level in 2025. Indonesia dominated the corpus, while participation from other countries remained comparatively limited. The thematic structure was concentrated around Pancasila, education, curriculum, the Pancasila Student Profile, local wisdom, human rights, law, globalization, and global diversity, with newer links to digital citizenship and sustainable development. These patterns suggest an expanding research agenda, but they should be interpreted within the limits of the search query, English-language restriction, and the incomplete 2026 publication year. The study identifies a need for more comparative, cross-national, and methodologically integrated research that positions Pancasila within wider scholarship on citizenship, diversity, human rights, digital transformation, and sustainability.

  DOI: https://doi.org/10.53515/alqodiri.v24i3.312

  Abstract View: 44 Download: 74

• A New Conceptual Framework of Civic Settlement: Bridging Citizenship, Civilization, and Sustainable Human Habitat

  Haryo Budi Rahmadi • Cecep Darmawan • Syaifullah Syaifullah • Leni Anggraeni • Sri Wahyuni Tanshzil • Junaidi Junaidi • Mulia Sari

  Hal: 165-186

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  Settlement scholarship has increasingly addressed sustainability, resilience, governance, and socio-ecological change, yet it still tends to treat settlement primarily as a spatial or functional system. Citizenship research, by contrast, examines participation, belonging, responsibility, institutions, and public life, but rarely theorizes permanent settlement as the enduring socio-spatial setting in which these civic relations are produced. This article develops Civic Settlement as an integrative conceptual framework linking these literatures. Using a Narrative Literature Review, the study compares and synthesizes interdisciplinary scholarship on human settlements, citizenship, civic culture, governance, sustainability, community development, and civilization. The synthesis identifies five interrelated dimensions: human; cultural and spiritual; governance and political; spatial-ecological; and economic and knowledge. Together, these dimensions explain how permanent communities organize belonging, shared values, institutions, environmental relations, productive activity, learning, and intergenerational continuity. Civic Settlement is therefore conceptualized as a permanent human living system in which people collectively transform inhabited space into an organized civic environment. The framework contributes a relational account of settlement that connects everyday community life with sustainable human habitat and longer-term processes of civilizational continuity, while remaining a conceptual proposition that requires empirical validation across diverse contexts.

  DOI: https://doi.org/10.53515/alqodiri.v24i3.314

  Abstract View: 70 Download: 102

• Al-Qur'an and Hadith Teacher Strategies for Enhancing the Learning Motivation of Grade VIII Students at MTs Al-Jauharen, Jambi City

  Ahmad Solihin • Ahmad Ridwan

  Hal: 187-195

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  Learning Al-Qur'an and Hadith requires students not only to understand recitation rules conceptually, but also to engage in reciting, identifying recitation rules, receiving corrections, and improving their recitation. This study aimed to analyze students' learning motivation, teacher strategies for enhancing motivation, and the supporting and inhibiting factors in learning Al-Qur'an and Hadith on mad shilah in Grade VIII A at MTs Al-Jauharen, Jambi City. The study employed a descriptive qualitative approach in the form of field research. Data were obtained through observation, interviews, and documentation from the Al-Qur'an and Hadith teacher, 25 Grade VIII A students, and the head of the madrasah. Data were analyzed through data reduction, data display, and conclusion drawing, while trustworthiness was examined through source and technique triangulation. The findings showed that learning motivation had not developed evenly. Some students responded actively and were willing to recite, whereas others tended to wait, lacked confidence, and lost attention when instruction relied too heavily on teacher explanation. The teacher's strategies included concise explanations, question-and-answer activities, rotating or random recitation practice, assignments and memorization, immediate correction, repeated recitation, quizzes, praise, and recognition of students' efforts. These strategies appeared more meaningful when they gave students opportunities to participate, recognize their errors, and experience improvement in their recitation. Their implementation was supported by the classroom atmosphere, teacher-student relationships, family and peer support, recitation habits, and follow-up on assignments, but was constrained by differences in prior ability, fear of making mistakes, limited instructional time, and weak study habits outside school. These findings position motivation as a process manifested through participation, persistence, and willingness to improve recitation rather than merely as an individual student trait.

  DOI: https://doi.org/10.53515/alqodiri.v24i3.313

  Abstract View: 61 Download: 55

• Cultivating Disciplinary Character through Habit Formation: Mechanisms of Value Internalization at Tamaddun Jatinangor Islamic Boarding School

  Agus Haryono • Hasbi Indra • Budi Handrianto • Abuddin Nata

  Hal: 196-210

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  The degradation of moral values and the declining sense of discipline among younger generations indicate that the process of value internalization has not yet been optimally achieved within formal education. Discipline is often understood merely as compliance with rules rather than as a form of moral awareness that fosters responsibility, consistency, and self-control. This condition highlights the urgent need for educational institutions capable of integrating moral development into the entire learning experience and students’ daily lives. Islamic boarding schools have a distinctive advantage in this regard, as their residential system enables religious and disciplinary values to be practiced repeatedly, contextually, and continuously. Nevertheless, the mechanisms through which habituation transforms routine practices into internalized moral awareness require further investigation. This study aims to analyze the strategies for internalizing character values through an integrated discipline program embedded in the daily activities of students at Tamaddun Jatinangor Islamic Boarding School.

  This study employed a qualitative approach using a case study design to gain an in-depth understanding of the mechanisms underlying the development of disciplinary character within the context of Islamic boarding school life. Data were collected through participant observation of students’ daily activities, in-depth interviews with caregivers, religious teachers, and students, as well as documentary analysis of programs, regulations, and records of student development. Informants were selected purposively based on their involvement in implementing and supervising disciplinary practices. Data were analyzed interactively through data reduction, data display, and conclusion drawing. The credibility of the findings was strengthened through source and methodological triangulation, allowing the collected data to be systematically compared, confirmed, and interpreted.

  The findings indicate that value internalization occurs through three stages: program planning, rule-based habituation, and continuous behavioral regulation. The exemplary conduct of caregivers, repeated daily routines, and consistent evaluation gradually transform discipline from external compliance into moral awareness, responsibility, and an internalized disciplinary character among students. These findings highlight the potential of habituation as a holistic strategy for developing disciplinary character in Islamic boarding school education.

  DOI: https://doi.org/10.53515/alqodiri.v24i3.327

  Abstract View: 32 Download: 68

• Organizational Ambidexterity Management Model in Pesantren-Based Islamic Educational Institutions in the Disruptive Era: Integrating the Exploitation of Tradition and the Exploration of Institutional Innovation

  Wafi Ali Hajjaj

  Hal: 211-223

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  This study examines how a pesantren-based Islamic educational institution manages the tension between institutional continuity and innovation through organizational ambidexterity. A qualitative single-case study was conducted at Pesantren ATQIA, Kademangan, Bondowoso, from March to June 2026. Sixteen informants were selected purposively from the board of caretakers, pesantren administrators, teachers, dormitory administrators, and senior santri. Data were generated through in-depth interviews, participant observation, and document analysis, and were analyzed using the interactive process of data condensation, data display, and conclusion drawing and verification. The findings show that ambidexterity was organized through five connected mechanisms. First, tradition operated as an organizational anchor that maintained identity, values, culture, and institutional legitimacy. Second, kyai leadership functioned as a strategic filter and balancing mechanism that assessed the compatibility of proposed changes with pesantren values. Third, educational practice combined continuity in substantive values with adaptation in methods, media, and strategies. Fourth, structural and relational integration connected stable role arrangements with coordination, feedback, and organizational learning. These mechanisms supported a dynamic process of tradition exploitation, strategic filtering, innovation exploration, organizational learning, and institutionalization. The study contributes a context-sensitive model of organizational ambidexterity in which tradition is treated as an adaptive resource rather than as the opposite of innovation. Because the evidence derives from one pesantren, the model is offered as an analytically grounded explanation of this case rather than as a statistically generalizable pattern.

  DOI: https://doi.org/10.53515/alqodiri.v24i3.319

  Abstract View: 48 Download: 70

• Competence as License: Shared Learning and the Problem of Telos in Pesantren Knowledge Transmission

  Ujam Jaenudin • M. Rachmatullah Arken

  Hal: 224-233

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  Abstract:

  Background: Shared-learning theories often describe development as movement from socially supported performance toward increasingly self-directed competence. This trajectory may not fully explain learning systems in which authorization remains relational even after task-level mastery has developed. Aims: This article examines documented Javanese salaf pesantren practices to analyze how mastery of classical texts, participation in learning communities, and authorization to transmit knowledge may follow partly different trajectories. Methods: The study used conceptual-theoretical analysis supported by purposive library research. It integrated foundational and recent scholarship on situated learning, communities of practice, self-, co-, and socially shared regulation, scaffolding, help-seeking, and professional entrustment with historical and ethnographic literature on pesantren pedagogy, ijazah, and sanad. The analysis mapped sorogan, bandongan, musyawarah, memorization, and graded participation onto established theoretical categories and then examined the point at which mastery and authorization diverged. Results: Pesantren learning practices could be described through situated and regulated-learning concepts across much of the learning trajectory, but practices involving ijazah and sanad introduced a distinct relational dimension. The article proposes licensed competence as competence conferred by an authorized holder, recorded through a relation between identified persons, and sustained by that relation as part of the warrant for practice. It also distinguishes transitional shared regulation from terminal shared regulation. Conclusion: Persistent relational dependence should not automatically be interpreted as deficient task independence. The proposed concepts are theoretical and require empirical testing before broader generalization across pesantren or other domains of Islamic learning.

  DOI: https://doi.org/10.53515/alqodiri.v24i3.324

  Abstract View: 53 Download: 124

• Theoretical Implications of the Nazham Model for Reconstructing Nazhir Competence in Productive Waqf Management

  Ahkmad Rizal Amiruddin • Muhibbuthabry • Armiadi Musa

  Hal: 224-234

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  Abstract:

  Professional management of productive waqf requires nazhir competence that extends beyond jurisprudential knowledge and administrative routines. This study examines how nazhir competence can be reconstructed by integrating individual capabilities, the institutional ecosystem, and maqasid al-shari'ah. A qualitative phenomenological design was employed in Banda Aceh. Data were collected through semi-structured in-depth interviews, observation, and document analysis involving stakeholders from waqf governance, public institutions, nazhir organizations, academia, and the community. Data were analyzed through data condensation, data display, and conclusion drawing and verification, while credibility was supported through source, technique, and time triangulation as well as member checking. The findings identify five interrelated competence domains: religious, managerial, entrepreneurial, social and partnership, and administrative and legal competence. These domains were synthesized into the NAZHAM Model, which consists of three connected components: core nazhir competencies, the supporting waqf-management ecosystem, and maqasid al-shari'ah as the normative outcome orientation. The model reframes nazhir competence from an individual attribute into a systemic capacity that emerges through the interaction between personal capability and institutional support. The study contributes a context-bound conceptual framework for professional development, certification, evaluation, and stakeholder coordination in productive waqf management, while broader empirical validation remains necessary.

  DOI: https://doi.org/10.53515/alqodiri.v24i3.316

  Abstract View: 44 Download: 45

• Educational Management and the Teaching of Sufi Ethics in Islamic Boarding Schools: A Multi-Site Study of Babussalam Pekanbaru and Baitul Mustaghfirin Al-Amir Deli Serdang

  Sodri • Muzakkir • Rusydi Ananda

  Hal: 235-245

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  Abstract:

  Islamic boarding schools (pesantren) are expected to sustain moral and spiritual formation while responding to institutional and socio-technological change. Yet studies of pesantren character education, Sufism, and educational management often examine these domains separately. This study analyzed how Sufi ethics (akhlak tasawuf) were managed through the POACE functions of Planning, Organizing, Actuating, Controlling, and Evaluating at Pondok Pesantren Babussalam Pekanbaru and Pondok Pesantren Tasawuf dan Tahfizhul Qur'an Baitul Mustaghfirin Al-Amir. A qualitative multi-site design was used. Data were obtained through moderate participant observation, semi-structured in-depth interviews, and document analysis; informants were selected purposively and expanded through snowball sampling until data saturation. Analysis proceeded through within-site analysis followed by cross-site comparison, while trustworthiness was addressed through triangulation, member checking, an audit trail, and researcher reflexivity. The findings showed that planning linked institutional goals with moral-spiritual formation; organizing combined formal role allocation with amanah and khidmah; actuating relied on exemplarity, habituation, and spiritual practice; controlling connected external supervision with muhasabah and muraqabah; and evaluation emphasized knowledge, behavior, and spiritual awareness. Babussalam showed a stronger formal-institutional management orientation, whereas Baitul Mustaghfirin Al-Amir more explicitly integrated Sufism, tahfizh, and residential life. The cross-site synthesis produced a value-based management model in which POACE functions operate as a cycle of value internalization from experience and habituation toward self-regulation and akhlakul karimah.

  DOI: https://doi.org/10.53515/alqodiri.v24i3.317

  Abstract View: 37 Download: 45

• The Illusion of Self-Directed Learning? Rethinking the Impact of Generative AI on Critical-Spiritual Reasoning and the Tradition of Academic Mujahadah

  Muslim Fikri Fikri • Faizah Nur Atika • Ridwan

  Hal: 246-255

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  Abstract:

  This study re-examines claims that Generative Artificial Intelligence (GenAI) necessarily strengthens self-directed learning in higher education. Rather than treating autonomy as independence in obtaining answers, the article defines genuine learning autonomy in terms of intellectual agency, verification, reflection, and responsibility for knowledge. Using a qualitative conceptual library-research design, the study brings recent international literature on GenAI, self-regulated learning, cognitive offloading, assessment, and AI ethics into dialogue with Islamic educational thought. The source corpus emphasizes peer-reviewed studies published between 2021 and 2026 while retaining earlier foundational works where conceptually necessary. Qualitative content analysis and comparative interpretation were used to identify recurring tensions concerning epistemic authority, cognitive delegation, desirable difficulties, and academic character. The synthesis suggests that GenAI can support learning when it functions as a scaffold for exploration, feedback, and metacognitive regulation, but excessive delegation of reasoning may create an appearance of autonomy without equivalent growth in intellectual agency. To address this tension, the article proposes an Academic Mujahadah Framework that positions GenAI as a wasilah (instrument), not a ghayah (end), and connects human verification, process-oriented assessment, and tabayyun with the preservation of adab and scholarly responsibility. The framework is conceptual rather than empirically validated; its value therefore lies in offering a testable ethical-pedagogical orientation for future higher-education research and practice.

  DOI: https://doi.org/10.53515/alqodiri.v24i3.218

  Abstract View: 61 Download: 77

• A function- and benefit-based PBB-P2 fiscal treatment model for productive waqf assets

  Senki Nurachmadi • Muhyar Fanani • Achmad Arief Budiman • Agus Mubarok

  Hal: 256-265

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  The fiscal treatment of productive waqf assets under Indonesia's Rural and Urban Land and Building Tax (PBB-P2) raises a classification problem because income-generating activity does not necessarily indicate private commercial orientation. This study examines the normative disharmony between the PBB-P2 regime and waqf law, analyzes implementation, interpretation, and regulatory gaps in the management of productive waqf at Daarut Tauhiid Bandung, and formulates a function- and benefit-based fiscal treatment model. A non-doctrinal socio-legal approach was used by integrating analysis of statutory and local regulatory materials with interviews and institutional-practice examination. The analysis identifies three connected gaps. The implementation gap arises from the absence of sufficiently operational criteria for mixed social-economic assets; the interpretation gap concerns the meaning of profit when economic surplus is returned to waqf purposes; and the regulatory gap concerns the lack of a fiscal classification mechanism that links productive use to the distribution of public benefits. The study proposes a Functional-Benefit Assessment (FBA) that evaluates legal status, actual function, economic activity, economic orientation, use of income, beneficiaries, public benefit, governance, and compliance. The model classifies productive waqf into socially dominant, mixed-function, and predominantly commercial categories, with fiscal treatment adjusted proportionately within the limits of applicable law.

  DOI: https://doi.org/10.53515/alqodiri.v24i3.344

  Abstract View: 40 Download: 34

• Reconstruction of the Prosecution Service's Prosecutorial Authority in the Indonesian Criminal Justice System: Integration of the Dominus Litis Principle, the Data-Driven Justice Approach, and Indonesian Values

  Aditya Rachman Rosadi • Azkiya Pamungkas Rosadi • Rofi Zaidan Mubarok Rosadi

  Hal: 266-275

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  Abstract:

  This study reconstructs the prosecutorial authority of the Indonesian Prosecution Service as dominus litis at the pre-adjudication stage by integrating comparative prosecution models, data-driven justice, restorative justice, and Indonesian legal values. The analysis is situated in the current procedural framework created by Law No. 20 of 2025 on the Criminal Procedure Code, effective from 2 January 2026, which replaced the 1981 Criminal Procedure Code and introduced mandatory investigator-prosecutor coordination from the investigation stage. Using normative legal research, the study examines Indonesian primary legal materials and compares relevant institutional features of prosecution in the Netherlands, the United States, and Singapore. The analysis indicates that Indonesia has moved beyond the former sequential model toward earlier coordination, but statutory coordination remains distinct from a fully prosecutor-directed investigation model. The appropriate reconstruction is therefore not the concentration of investigative power in the Prosecution Service, but an accountable form of dominus litis based on functional independence, early evidentiary coordination, structured prosecutorial discretion, and reviewable decision making. Data-driven tools can support consistency, case monitoring, and evidentiary assessment, but they should remain decision-support mechanisms subject to human review, transparency, privacy protection, and bias safeguards. Restorative justice and Pancasila values further require proportionality, deliberation, victim protection, equal treatment, and inter-institutional cooperation. The resulting model positions the prosecutor as a coordinating case controller within an integrated criminal justice system while preserving institutional boundaries and due process.

  DOI: https://doi.org/10.53515/alqodiri.v24i3.348

  Abstract View: 36 Download: 34

• Digital Learning Media in Islamic Religious Education: A Systematic Literature Review in Indonesia

  Ishmah Syafi’ulloh • Muhammad Husni

  Hal: 276-291

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  Abstract:

  This systematic literature review examines the trends, challenges, and future directions of digital learning media in Islamic Religious Education (IRE) across Indonesia. Following PRISMA guidelines, the study synthesizes articles published between 2022 and 2026 from Scopus, Sinta, and Google Scholar databases. Findings indicate significant growth in LMS adoption, interactive multimedia, blended learning, and AI/VR/AR integration, reflecting a paradigm shift toward personalized and flexible learning. However, persistent challenges encompass infrastructure disparities, limited teacher digital competence, content validity concerns, and digital ethics issues. The study proposes Value-Embedded Digital Pedagogy (VEDiP) as a future framework emphasizing the integration of technological advancement with Islamic spiritual and moral values. These findings offer practical implications for educators, policymakers, and researchers seeking to develop adaptive digital learning environments that balance innovation with the foundational principles of Islamic education.

  DOI: https://doi.org/10.53515/alqodiri.v24i3.306

  Abstract View: 46 Download: 30

• Knowledge, Skill, and Attitude In Entrepreneurship Education: A Qur'anic Thematic Study and An Experiential Learning Model

  Mudzakir • Made Saihu • Ahmad Zain Sarnoto

  Hal: 292-306

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  Abstract:

  This study explores the concept of Knowledge, Skill, and Attitude (KSA) in entrepreneurship education as seen in the Qur'an and develops a suitable learning model for it. It is motivated by the continuing weakness of entrepreneurial spirit in Indonesia, the prevalence of an employee mindset, and the limited place of Qur'anic values in entrepreneurship education. Using qualitative library research and the thematic exegesis (tafsir maudhu'i) approach of Al-Farmawi and M. Quraish Shihab, the study draws its primary data from Qur'anic verses on entrepreneurship and its secondary data from works of tafsir, hadith collections, and other relevant literature. The results show that: (1) KSA is a basic framework of entrepreneurship education that covers knowledge, skills, and attitudes rooted in Qur'anic values; (2) the Qur'an reflects the KSA concept through six key terms, namely al-kasb (earning), al-sa'y (striving), al-'amal (working), al-tijarah (trade), al-rizq (provision), and al-fadhl (divine bounty), which can be mapped onto the knowledge, skill, and attitude domains; and (3) the KSA learning model can be implemented through the four stages of David Kolb's experiential learning theory, namely concrete experience, reflective observation, abstract conceptualization, and active experimentation. The study offers Qur'anic Entrepreneurship Learning, a construct that integrates Qur'an-derived knowledge, skill, and attitude into Kolb's experiential learning cycle, as a new theoretical contribution to scholarship on entrepreneurship education grounded in Qur'anic values.

  DOI: https://doi.org/10.53515/alqodiri.v24i3.308

  Abstract View: 49 Download: 27

• Qur’anic Moral Resilience: Role of Qur’an Memorization in Adolescent Huffaz against Sexism and Social Liberalism: A VOSviewer Study (2020–2026)

  Muhammad Lathif Dzulfikar • Azam Syukur Rahmatullah

  Hal: 307-320

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  Abstract:

  Background of study: Adolescent huffaz grow up amid exposure to sexist attitudes and permissive social values, yet research on how Qur'an memorization (tahfiz) supports moral resilience remains fragmented across Islamic psychology, education, and adolescent development. Aims and scope of paper: This study maps the scholarly literature on Qur'an memorization, adolescent moral resilience, sexism, and social liberalism published between 2020 and 2026, identifying dominant themes, emerging keyword clusters, and research gaps. Methods: A descriptive bibliometric design was used. Records were retrieved from academic databases, screened following PRISMA procedures, and ten studies were included in a thematic review. Keyword co-occurrence was analyzed and visualized in VOSviewer through network, overlay, and density maps. Result: The reviewed studies center on resilience, Islamic character formation, and self-regulation, emphasizing social support, religiosity, and structured tahfiz learning. None directly examined resilience against sexism or social liberalism. The keyword maps show a literature organized around adolescence, violence, sexual behavior, mental health, and gender-related themes, with recent attention shifting toward benevolent sexism, stereotyping, and discrimination. Tahfiz-related terms were not visible in these maps. Conclusion: The link between Qur'an memorization and moral resilience against sexism and liberal social pressures remains an unexamined gap and a working hypothesis. Future research should pair expanded keyword searches with comparative or longitudinal studies testing the proposed mechanisms.

  DOI: https://doi.org/10.53515/alqodiri.v24i3.330

  Abstract View: 21 Download: 14

• Development of a Heyzine Flipbook-Based Mathematics E-Module Integrated with Augmented Reality to Improve Critical Thinking Skills and Learning Outcomes of Fifth-Grade Elementary School Students

  Riska Indah Hasibuan • Melva Zainil • Desyandri • Salmaini

  Hal: 321-335

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  Mathematics learning in elementary schools is still teacher-centered and uses conventional teaching materials so that it is not optimal in developing critical thinking skills and student learning outcomes. This research aims to develop a mathematics e-module based on Heyzine Flipbooks integrated with Augmented Reality (AR) that is valid, practical, and effective. The research uses the research and development (R&D) method with the ADDIE model. The participants were 73 fifth-grade students and three teachers from five elementary schools in Padang Lawas Regency: 33 students from three schools took part in the practicality test and 40 students from two schools in the effectiveness test. Data were collected through observation, interviews, documentation studies, expert validation, questionnaires, tests, then analyzed using the percentage of validity and practicality as well as N-gain. The validation results showed the percentage of media experts 94%, material experts 91%, and linguists 93%, so that the e-module was very valid. Practicality ratings by students and teachers across the one-to-one, small-group, and field-test stages ranged from 84% to 100% (very practical). Using a one-group pretest–posttest design, the N-gain scores for critical thinking were 0.40 (School 4) and 0.46 (School 5), and those for learning outcomes were 0.55 and 0.63, respectively, all in the moderate category, indicating that the e-module improved both outcomes. The implication is that AR-integrated e-modules can be an alternative to interactive and contextual mathematics teaching materials to support student-centered learning.

  DOI: https://doi.org/10.53515/alqodiri.v24i3.332

  Abstract View: 6 Download: 14

• The Juridical Construction Of Economic Abuse In Divorce Proceedings: An Analysis Of Judicial Reasoning And The Economic Protection Of Wives At The Lubuklinggau Religious Court

  Zainuri • Alfauzan Amin • Andang Sunarto • Agus Mukmin

  Hal: 336-358

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  Economic abuse is an increasingly recognized form of intimate partner abuse involving the restriction, control, exploitation, or depletion of economic resources. In divorce proceedings, its consequences may extend beyond marital dissolution and affect women’s economic security after separation. This study examines the forms of economic abuse identified in divorce cases, the judicial construction of economic facts, and the economic protection provided to wives at the Lubuklinggau Religious Court. The study employs a normative juridical method using case, statutory, and conceptual approaches. Twenty divorce judgments were screened, from which eight principal cases were selected based on the relevance and density of economic facts, judicial reasoning, and economic protection measures. The judgments were analyzed through qualitative content analysis focusing on economic conduct, economic harm, legal grounds, judicial considerations, and the operative parts of the decisions. The analysis applied five analytical categories of economic abuse (economic neglect, burden shifting, financial exploitation, economic depletion, and risk shifting); economic neglect, financial exploitation, and risk shifting were evidenced in the judgments, whereas burden shifting and economic depletion could not be independently established from the judicial record. However, economic facts were generally constructed within broader narratives of marital disputes, conflict, and marriage breakdown rather than as an autonomous category of economic abuse, indicating a recognition gap. Economic protection was reflected in iddah maintenance, mut’ah, and payment mechanisms preceding the delivery of divorce certificates. Nevertheless, a protection gap remains between recognition, post-divorce entitlement, enforcement, and recovery of specific economic losses caused by abusive economic conduct. The study concludes that a more differentiated juridical construction of economic abuse is necessary to strengthen substantive economic protection for women in divorce proceedings.

  DOI: https://doi.org/10.53515/alqodiri.v24i3.340

  Abstract View: 15 Download: 6

• Comparing the 5E Learning Cycle and STAD Models on Students’ Critical Thinking, Creativity, and Collaboration in Grade V IPAS Instruction

  Nurfadillah • Juraid • Minarni Nongtji • Misnah • Idrus

  Hal: 359-375

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  Preliminary observations at MI Muhammadiyah Nunu showed that students' critical thinking, creativity, and collaboration remained underdeveloped. The 5E Learning Cycle model had never been implemented at the school. This study examined differences in Class V students' critical thinking, creativity, and collaboration between those who participated in the 5E Learning Cycle and those who participated in STAD during IPAS instruction. The three skills were analyzed separately and then jointly. The research adopted a quasi-experimental approach using a Nonequivalent Control Group Design. The sample consisted of 31 students, with 16 assigned to the experimental group and 15 to the control group. Data came from a critical thinking test and separate creativity and collaboration questionnaires. Simple linear regression tested each skill individually, and MANOVA tested all three together. A significant simultaneous difference emerged between the groups across all three skills (Pillai's Trace = 0.469, p = 0.001). Collaboration was the only skill in which the experimental group's posttest mean exceeded the control group's (p = 0.027, d = 0.84), along with a larger gain, although this difference did not remain significant after Bonferroni adjustment (α = 0.017). Critical thinking and creativity also differed significantly between the groups (p = 0.002 and p = 0.012, respectively), but in favor of the STAD group, whose pretest means were already significantly higher. The 5E Learning Cycle showed a tentative advantage in collaboration, whereas no advantage over STAD was established for critical thinking and creativity. Future studies could apply ANCOVA or MANCOVA with pretest scores as covariates to isolate the model's effect more precisely.

  DOI: https://doi.org/10.53515/alqodiri.v24i3.338

  Abstract View: 6 Download: 7

• Effect of Educaplay Integrated with PBL on Motivation and Learning Outcomes in Fourth Grade

  Vicky Dhita Revi Saputri • Juraid • Zulnuraini • Nuraedah • Mahfud M. Gamar

  Hal: 376-387

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  Preliminary observations suggest that student motivation and learning outcomes in IPAS instruction among fourth-grade students at SDN 9 Sindue Tombusabora are relatively low. Additionally, interactive media such as Educaplay have not yet been implemented. This research investigates the impact of combining Educaplay with the Problem-Based Learning model on student motivation, learning outcomes, and both factors concurrently. Employing a quantitative research methodology, the study used a one-group pretest-posttest pre-experimental design and involved 33 students (a saturated sample) over three sessions. Data collection included an 18-item learning motivation questionnaire (reliability coefficient α = 0.834) and a 20-item learning achievement test (reliability coefficient α = 0.804). Data analysis was performed using Paired Sample t-tests and MANOVA on gain scores with IBM SPSS Statistics version 30. Results indicated that the average motivation score rose from 45.39 to 53.55 (p = 0.000), and the average learning achievement score has improved from 9.45 to 14.85 (p = 0.000). MANOVA revealed a significant combined effect (Wilks’ Lambda = 0.088; F(2, 31) = 160.542; p = 0.000). Motivation scores increased from an average of 61.46% to 89.58% across the three sessions. The integration of Educaplay with Problem-Based Learning substantially enhanced both motivation and learning outcomes. However, given the absence of a control group and the combined nature of the intervention, caution is advised in interpreting these findings. Future research should include a control group to validate these results.

  DOI: https://doi.org/10.53515/alqodiri.v24i3.342

  Abstract View: 2 Download: 4

• Assessment Validity under Pressure: Islamic Education Students’ Experiences of Course Assessment in the Generative AI Era

  Muhammad Jamaluddin

  Hal: 388-403

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  Abstract:

  Background of study: Generative artificial intelligence (AI) has unsettled the evidential basis of university assessment, yet Indonesian research has mostly measured students’ AI use or attitudes rather than whether course assessment still means what it claims.

  Aims and scope of paper: This study examines how Islamic Religious Education (PAI) students experience and judge course assessment in the generative AI era.

  Methods: Using a qualitative descriptive design, it draws on written interview responses, open-ended questionnaire explanations, and profile data from eight third-semester PAI students at Universitas Islam Negeri Madura, all of whom are pesantren alumni. Data were analysed through a hybrid, reflexive thematic analysis interpreted through validity theory.

  Result: Five themes were developed. Students used AI as a release valve under workload, mainly to find ideas and understand material. Most regarded grades as only partly reflecting their ability, and most judged assessment as not entirely fair, citing both the invisibility of AI authorship and inconsistent grading among lecturers. Honesty was framed as individual and AI as morally neutral; pesantren formation appeared to regulate device access more than judgement about AI use. Disclosure to lecturers was uneven, and no student reported using AI to write answers. Students favoured assessment that makes understanding visible, especially oral and in-class formats, and unanimously preferred restricting AI.

  Conclusion: The findings suggest that in PAI, validity is pressured less by students’ religious commitments than by assessment designs that leave understanding unseen. Adding oral or in-class components may protect validity better than rules that rely on disclosure.

  DOI: https://doi.org/10.53515/alqodiri.v24i3.347

  Abstract View: 6 Download: 4

• The DTSM Pedagogical Training Model (DEEP–TPACK–SAMR Moodle): Fostering Teachers’ Competence in Designing Deep Learning Scenarios

  Sophia Tri Satyawati • Stefanus Christian Relmasira

  Hal: 404-417

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  Abstract:

  Background of study: The implementation of Deep Learning requires teachers to possess adequate competence in designing learning scenarios that integrate pedagogy, content, and technology. However, preliminary findings showed that teachers experienced difficulties in translating Deep Learning concepts into concrete learning designs, while technology integration remained predominantly at the Substitution level. Aims and scope of paper: This study aims to identify teachers’ initial competencies and needs, examine the validity of the DTSM (Deep–TPACK–SAMR Moodle) pedagogical training model, and determine its effectiveness in improving teachers’ competence in designing Deep Learning scenarios. Methods: This study employed a mixed-method approach using Collaborative Action Research (CAR) with the Look, Think, and Act procedures. The participants were 20 teachers at SMP Kristen Eben Haezer Salatiga. Data were collected through interviews, observations, document analysis, focus group discussions, expert validation, pre- and post-tests, and assessment of teachers’ Deep Learning plans. Quantitative data were analyzed using descriptive statistics, the Wilcoxon Signed Rank Test, and N-Gain analysis. Result: The pedagogical expert validation obtained a mean score of 4.85/5.00 (very feasible), while IT expert validation obtained 4.00/5.00 (feasible). The mean test score increased from 60.75 to 89.25, with the pass rate increasing from 35% to 100%. The Wilcoxon test indicated a significant difference (p < 0.05), and the N-Gain score of 0.726 indicated high effectiveness. The quality of teachers’ Deep Learning plans reached 83.88%, categorized as good. Conclusion: The DTSM model is feasible and effective for improving teachers’ competence in designing Deep Learning scenarios through the integration of Deep Learning, TPACK, SAMR, and Moodle 

  DOI: https://doi.org/10.53515/alqodiri.v24i3.349

  Abstract View: 0 Download: 0

• Development of Interactive Multimedia Using Google Sites with Problem-Based Learning on The Material of Gotong Royong inGrade 5 of Elementary School

  Afiza Apriliya • Desyandri • Zelhendri Zen • Leni Zahara

  Hal: 418-427

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  Abstract:

  This study was motivated by the low use of interactive media and the absence of Problem-Based Learning (PBL) practice in Pancasila Education, despite the availability of information and communication technology (ICT) facilities in schools. It aimed to develop interactive multimedia using Google Sites based on the PBL model for the topic of Gotong Royong in Grade 5 and to determine its validity, practicality, and effectiveness. A Research and Development design with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) was employed. The product was validated by three experts (content, language, and media), tried out with one teacher and 15 students at one school, and implemented with two teachers and 24 students at two other schools in Koto Baru District. Data were collected through observations, interviews, needs questionnaires, validation sheets, teacher and student response questionnaires, and pretest–posttest learning outcome tests, and were analyzed descriptively using percentages and Normalized Gain (N-Gain). After revision, the product obtained validity scores of 69% for content (valid), 95% for language, and 96% for media (very valid), with an average of 86.67% (very valid). Teacher and student responses ranged from 96% to 98.89% (very practical). Using a one-group pretest–posttest design, learning outcomes improved, with N-Gain scores in the high category: 0.727 in the trial stage at SDN 040/XI Koto Limau Manis, and 0.843 at SDN 041/XI Kampung Tengah and 0.859 at SDN 047/XI Koto Baru in the implementation stage. Therefore, the developed multimedia is valid and practical and shows potential effectiveness, so it can serve as an alternative digital learning medium for Pancasila Education in Grade 5 of elementary school, although its effectiveness should be further tested using a controlled design.

  DOI: https://doi.org/10.53515/alqodiri.v24i3.345

  Abstract View: 0 Download: 0

• The Epistemology Of Said Nursi's Siyasah Hadith And Its Relevance To Transformative Islamic Education Amidst The Social Fragmentation Of Digital Society

  Burhanuddin • Hasan Zaini • Akhyar Hanif • Inong Satriadi • Safril Gazali • James Rischi • Indrayeni

  Hal: 428-439

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  Abstract:

  The growth of digital society has been accompanied by social fragmentation, religious polarization, a shift in religious authority, and the circulation of unverified hadiths. Studies of Bediuzzaman Said Nursi have examined his theology, educational ideas, and socio-political thought separately, leaving the connection between his approach to hadith, siyasah values, and Islamic education in the digital era largely unexplored. This study analyses the epistemology of siyasah hadith in Nursi's thought and its relevance to transformative Islamic education. Using a qualitative library research design in the form of a figure study, it examines The Words, The Letters, The Flashes, and The Damascus Sermon, together with hadith scholarship and studies of digital religion. Representative siyasah hadiths were verified through takhrij in the canonical collections and analysed with content, historical-contextual, and thematic analysis. The study finds that (1) Nursi integrates revelation, reason, reflection, and observation while distinguishing the evidential and motivational functions of hadith; (2) his siyasah ethics of justice, consultation, trust, brotherhood, and truthfulness are articulated mainly as social ethics rather than practical politics, especially in the “New Said” period; and (3) these elements can be reconstructed into a three-component epistemology of authenticity, interpretive accuracy, and moral orientation. On this basis, the study proposes a conceptual model of transformative Islamic education built on integrative epistemology, siyasah ethics, and religious digital literacy. The model offers a relevant framework for curriculum integration, teacher development, and hadith literacy, but it still requires empirical validation.

  DOI: https://doi.org/10.53515/alqodiri.v24i3.377

  Abstract View: 0 Download: 0