Halaqa: Islamic Education Journal

E-Module Statistics Based on Tajweed in Al-Kahf and Interest in Reading Quran

Binti Anisaul Khasanah, Robia Astuti, Nurmitasari Nurmitasari — Thu, 06 Feb 2025 02:49:25 +0000

The obligation to read the Qur'an in accordance with the rules of the Tajwid science makes the knowledge of Tajwid very important to be studied by every Muslim, not except by the students who are Muslims. On the other hand, learning Tajwid science for students at school can be integrated with other subjects, including mathematics. Therefore, this study aims to demonstrate the effectiveness of the e-statistical module integrated in the science of tajwid in the Al-Kahfi letter reviewed from the interest of reading the Quran of Muhammadiyah high school students of Pringsewu district. The type of research used is a quasi-experiment with a 2x3 factorial design. The population in this study is the entire high school student Muhammadiyah of the Pringsewu district with the technique of sampling using random sample clusters. Research data is collected through the lifting and testing methods, while data analysis techniques use two-way analysis. The results of this study show that the use of e-statistical modules integrated tajwid science in Al-Kahfi letters is effectively used in learning both for students who have an interest in reading Al-Qur'an high, medium, or low.
Highlights:

Integrated Learning: Combining Tajwid with statistics enhances both religious and mathematical education.
Effective E-Module: The digital module significantly improves students' learning outcomes in statistics.
Reading Interest Impact: Higher Quran reading interest correlates with better academic performance.

Keywords: E-Modul, Tajwid Science, Statistics, Al-Kahfi, Interest in Reading Al-Quran

Anti-Bullying Characters Based on Hadith: Controlling Your Mouth and Hands

Saifullah Saifullah, Muhammad Fazlurrahman Hadi , Rahmat Arofah Hari Cahyadi — Wed, 12 Feb 2025 03:32:27 +0000

The phenomenon of bullying in the educational environment continues to be a serious concern because of its detrimental impact on students' mental, social and spiritual development. From an Islamic perspective, bullying behavior is contrary to teachings that emphasize love, respect and protection of others. One of the important guidelines in building an anti-bullying character is the hadith of the Prophet Muhammad, which reads: "A Muslim is a person whose words and hands are safe from other people." This research aims to integrate the values contained in the Prophet's hadiths into students' character building strategies so that they have an anti-bullying attitude. This study employs qualitative and quantitative methods. In-depth interviews and text analysis provided qualitative data, while surveys provided quantitative data. Qualitative research shows that this hadith can guide character education programs, and quantitative research shows that 80% of students believe that understanding this hadith can prevent bullying, and 65% believe that hadith-based training can increase empathy. This hadith may be used to promote anti-bullying character education in schools in numerous ways. for example, by holding teacher training, compiling special modules and involving students in building anti-bullying character. The conclusion of this research confirms that hadith-based character education not only provides a solution to overcoming the problem of bullying, but is also an effort to form a generation that has high moral awareness and is able to maintain peaceful social relations.

Highlights:

Hadith-Based Approach: The study highlights the importance of Islamic teachings, particularly the hadith, in fostering anti-bullying character education.
Empathy Development: 65% of students believe that hadith-based training improves their empathy, reducing bullying behavior.
Implementation Strategies: Schools can apply this approach through teacher training, special curriculum modules, and student involvement programs.

Keywords: Anti-Bullying, Character, Hadith

Discipline Culture Shapes Students' Religious Character in Islamic Schools

Ni'mah Fikriyah Harfi, Romelah Romelah, Dina Mardiana — Wed, 12 Feb 2025 04:41:37 +0000

School culture is an important element in the education system with the aim of shaping the religious character of students, which is discipline. This study focus to analyze the discipline culture in shaping the religious character of students at the Senior High School level. This research use qualitative approach with case study method, located at Ibnu Sina Integrated Islamic High School in Nunukan, North Kalimantan. The subjects included the principal, vice principal of Curriculum and Student Affairs, two Islamic Religious Education and Ethics teachers, one grade XI homeroom teacher, and three grade XI students (one male, two female). Data collection techniques used observation, unstructured interviews, and documentation. Data validity using source triangulation. Data analysis using the theory of Miles, Huberman, and Saldana with the stages of data condensation, data presentation, and conclusions. The results is that discipline culture is highly emphasized at SMA IT Ibnu Sina through written rules, advice, and sanctions in the event of violation. The discipline culture applied has a major effect on students' religious character, proven by the anxiety in students when they leave prayer or are late in worship. The culture of discipline applied at SMA IT Ibnu Sina has fulfilled the elements of the three dimensions of discipline, namely the prevention dimension, the action dimension, and the resolution dimension.

Highlights:

Discipline Culture Impact – A structured discipline culture significantly shapes students' religious character.
Three-Dimensional Discipline – The school applies prevention, action, and resolution dimensions to enforce discipline.
Role of Educators & Parents – Teachers, staff, and parents collaboratively instill discipline and religious values.

Keywords: School Culture, Discipline Culture, Religious Character, Character Education

Self-Instruction in Islamic Religious Education Learning: Improving Critical Thinking and Student Motivation

Firmansyah, Mukti Ali, Ade Rosad, Muhamad Fauzi, Miftahul Husni — Wed, 05 Mar 2025 07:14:58 +0000

This study aims to explore the effectiveness of the Self-Instruction technique in improving students' critical thinking skills and learning motivation in learning Islamic Religious Education (PAI). With a library research approach using the Systematic Literature Review (SLR) method, the study analysed various academic sources, including relevant journals, textbooks and research reports. The results showed that the Self-Instruction technique contributes to building students' thinking independence, enhancing analytical understanding of Islamic concepts, and encouraging deep reflection on the application of religious values in daily life. This technique allows students to be more active in analysing religious arguments, developing rational arguments, and strengthening systematic thinking skills in understanding Islamic teachings. In addition, the application of this technique is proven to increase students' learning motivation and confidence in exploring their religious understanding more critically and reflectively. The findings of this study have important implications in the development of more innovative and self-reflection-based learning strategies in PAI learning, and can be the basis for PAI teachers in applying more effective methods in building learning motivation, as well as analytical and argumentative mindsets in students.

Highlights:

Critical Thinking – Strengthens independent analysis and reasoning in Islamic studies.
Learning Motivation – Boosts confidence and reflective exploration of religious concepts.
Innovative Teaching – Supports self-reflective and analytical learning in PAI.

Keywords: Critical Thinking, Learning Motivation, Pai Learning, Self-Instruction

Fikih Learning Through Differentiated Models

Mayang Sari Astuti, Abdul Azis, Muhammad Redha Anshari — Wed, 16 Apr 2025 02:30:33 +0000

General Background: Differentiated learning has emerged as a key pedagogical strategy to address diverse student needs in contemporary education. Specific Background: In religious education, particularly Fikih subjects, individualized approaches remain underexplored despite their potential to enhance engagement and comprehension. Knowledge Gap: Limited studies have examined the implementation of differentiated learning in Islamic education settings, especially in Indonesian madrasahs. Aims: This study investigates the implementation of differentiated learning in Fikih subjects at MAN Kota Palangka Raya and its effects on student engagement and understanding. Results: Using a qualitative method involving observation, interviews, and documentation, the study reveals that differentiated instruction—tailored to students’ readiness, interests, and learning styles—significantly boosts motivation, confidence, and comprehension. Teachers employ varied strategies, including discussions, projects, experiments, and digital integration. Formative assessments show improved conceptual understanding and real-life application. Novelty: This study provides empirical evidence on the practical application of differentiated learning in Islamic education, an area with limited research. Implications: Findings highlight the need for institutional support, such as teacher training and adequate facilities, to overcome challenges and optimize learning. The research underscores the potential of differentiated learning to transform Fikih education into a more inclusive, relevant, and effective experience.

Highlights:

Enhances student motivation and comprehension.
Adapts teaching to students’ needs and learning styles.
Requires institutional support for effective implementation.

Keywords: Differentiated Learning, Fikih Education, Student Engagement, Islamic Education, Instructional Strategy

Islamic Religious Education Innovation for Preventing Bullying in Higher Education

Muhammad Musfiatul Wardi , Mappanyompa Mappanyompa — Tue, 06 May 2025 08:23:19 +0000

Bullying in higher education is a problem that often goes unnoticed, even though it has a serious impact on students' mental health and academic climate. Islamic Religious Education has great potential in shaping character and preventing deviant behavior, but its role in the context of bullying prevention has not been studied in depth. Therefore, this study aims to describe the role of Islamic Religious Education in preventing bullying in higher education. Using a descriptive qualitative approach, this research explores students' experiences, perceptions, and attitudes towards learning Islamic Religious Education as an effort to build religious and social character. The research informants amounted to 15 Islamic Religious Education lecturers, and 97 students from three faculties at Muhammadiyah Mataram University, selected through purposive sampling technique to represent the diversity of academic backgrounds. Data were collected through semi-structured interviews, classroom observations, and review of current scientific literature (2018-2024). Data analysis used the Miles and Huberman interactive model, through data reduction, data presentation, and conclusion drawing. The results showed that Islamic Religious Education learning that integrates Islamic values, religious moderation approach, and participatory methods are able to raise students' awareness of the importance of tolerance, empathy, and justice. The internalization of these values plays a significant role in shaping inclusive social behavior and reducing the potential for bullying. Data validity is strengthened through source triangulation, while reliability is maintained with a systematic audit trail. The findings recommend strengthening the Islamic Religious Education curriculum based on anti-bullying values as part of the student character building strategy in higher education.

Highlights:

Islamic Education Shapes Character – It fosters tolerance, empathy, and justice to reduce bullying.
Participatory and Moderation-Based Methods – Effective in promoting inclusive social behavior among students.
Curriculum Enhancement Needed – Recommends integrating anti-bullying values into Islamic Religious Education.

Keywords: Islamic Religious Education, Bullying, Student, Character, Religious Moderation