Jurnal Cendekia Media Komunikasi Penelitian dan Pengembangan Pendidikan Islam

A Phenomenological Study of Students' Challenges in Learning An-Naḥwu At-Taṭbiqi for Maharah Al-Qira'ah at University

2026-09-14T16:21:15+00:00

This study explores the learning challenges encountered by students in using the textbook An-Nahwu at-Taṭbīqī in the Mahārah al-Qirā’ah course, identifies the underlying factors, examines students’ lived experiences, and develops a conceptual model for improving nahwu instruction. Employing a qualitative phenomenological approach, the study involved 30 students of the Arabic Language Education Program, with the course lecturer serving as a supporting informant. Data were collected through in-depth interviews, participant observation, and documentation. The findings reveal that students experienced difficulties in understanding grammatical rules, applying nahwu to text analysis, mastering vocabulary, and developing self-confidence. These challenges were shaped by the interaction of internal factors (learning motivation, readiness, and educational background) and external factors (instructional methods, time allocation, textbook characteristics, and classroom environment). From a phenomenological perspective, students interpreted these challenges as lived experiences characterized by confusion, anxiety, fear of making mistakes, and, simultaneously, as opportunities to adapt and grow as Arabic learners. Based on these findings, the study proposes a conceptual model that explains how learning challenges emerge through the interplay of learner characteristics, learning experiences, and adaptive strategies developed by both students and instructors. This study contributes to Arabic language education by extending phenomenological inquiry into nahwu learning and offering a conceptual framework for designing contextual, participatory, and adaptive instruction to strengthen Mahārah al-Qirā’ah.

Development of Fiqihub: Integrated Interactive Fiqh Learning Media for Synchronous and Asynchronous Learning at Madrasah Ibtidaiyah

2026-10-13T16:34:38+00:00

This study aims to develop FIQIHUB (Integrated Interactive Fiqh Learning Media), an interactive learning medium designed to support synchronous and asynchronous fiqh learning at the elementary madrasah level, and to assess its feasibility, practicality, and completeness of learning outcomes. The study employed a research and development (R&D) approach adapted from the Borg and Gall model through seven stages and involved 17 students at Madrasah Riyadlatul Muta'allimin Pakong. Data were collected through expert validation, practicality observations, and assessments of student learning outcomes. The results showed that FIQIHUB achieved a feasibility score of 90% from the material expert and 88% from the media expert, while the practicality assessment reached 85.71%. In addition, 15 of the 17 students achieved the minimum mastery criterion of 75, resulting in a classical mastery rate of 88.24%. These findings indicate that FIQIHUB is a feasible and practical alternative for integrating interactive presentations, quizzes, and instructional videos into fiqh learning. The study contributes a learning media development model that connects synchronous and asynchronous learning activities, while providing preliminary evidence to inform further research using larger samples and more rigorous designs to examine its impact on learning outcomes.

The Effect of Problem-Based Learning on Students’ Learning Interest and Motivation in Islamic Education

2026-10-18T16:37:26+00:00

This investigation examines the relationship between Problem-Based Learning (PBL academic interest, and learning motivation among Islamic Religious Education students at Junior High School. Using a quantitative, causal-associative design, the study randomly selected 46 students from a population of 305. The researchers gathered data through structured questionnaires using a five-point Likert scale, then analyzed them using linear regression and determination analysis. The results revealed a positive, statistically significant association between PBL and learning interest (B = 0.624, β = 0.709, t = 6.672, p < 0.001), and the regression model explained 50.3% of the variance (R² = 0.503). PBL was also positively and significantly associated with learning motivation (B = 0.889, β = 0.923, t = 15.947, p < 0.001), with the model explaining 85.3% of the variance (R² = 0.853). The findings indicate that students’ perceptions of PBL are strongly associated with both learning interest and motivation, particularly the latter. However, the cross-sectional design, relatively small sample, and reliance on self-reported questionnaire data limit causal interpretation and generalizability. PBL may therefore be a promising instructional approach to support students’ affective engagement in Islamic Religious Education, warranting further investigation through experimental or longitudinal research.

Al-Mujadalah as A Dialogical Approach in Nonformal Islamic Education: A POAC–SWOT Case Study

2026-10-19T16:37:45+00:00

This study examines how question-and-answer dialogue is organized at Baitul Qirom Majelis Taklim in Kesesi, Pekalongan, and how congregants’ questions inform subsequent da’wah activities. A qualitative single-case study used written interview records from four purposively selected informants and observation notes collected during July–August 2026. The evidence was analyzed through thematic coding, the planning, organizing, actuating, and controlling functions, and a descriptive SWOT assessment. Findings show that organizers and the ustaz coordinate schedules and materials, distribute responsibilities informally, and provide a question-and-answer session after the teaching segment. Informants reported a limit of approximately four to five questions and the possibility of carrying unresolved questions into later meetings. A congregant valued direct clarification, although participation varied. Community contributions and volunteer support sustained activities, while limited discussion time and undocumented roles and evaluation constrained management. The evidence primarily establishes internal conditions; external opportunities and threats remain insufficiently documented. The study interprets dialogue as a potential feedback channel connecting religious learning with program planning. It does not establish that all normative dimensions of al-mujadalah were enacted or that dialogue caused improved learning outcomes. The study proposes simple records of questions, responsibilities, and follow-up to make the reported feedback process more traceable.

Traditional Islamic Text Integration in Fiqh Instruction and Students’ Academic Achievement: A Comparative Multisite Case Study

2026-10-21T16:38:50+00:00

This study examines how traditional Islamic texts are integrated into Fiqh instruction at two Islamic senior high schools. It aims to describe the forms of integration, analyze its implementation, and compare the associated learning outcomes. Prior studies on traditional Islamic texts integration have been largely descriptive; therefore, this study draws on theories of Islamic scientific integration, the role of traditional Islamic texts, the characteristics of Fiqh instruction, and learning achievement to build a comparative analytical framework. A qualitative multi-site case study (comparative) design was employed. Data were collected through interviews, participant observation, and documentation, analyzed using data reduction, data display, and conclusion drawing, and validated through triangulation. The findings indicate that the first Madrasah applied an intensive-comprehensive model combining six methods (gandul, rotating sorogan, bahtsul masa'il, peer teaching, case contextualization, and digital media), whereas the second Madrasah applied an adaptive-inclusive model through a group-leadership (ngero'isin) system. The first Madrasah had a higher average Fiqh score (87.2) than the second Madrasah (83.8), a 3.4-point difference. This difference was descriptive and may reflect the intensive model's methodological depth and the first madrasah's boarding-school environment, whereas the second Madrasah's approach appeared to offer broader accessibility for students unfamiliar with traditional Islamic texts. No single integration model fits all contexts; outcomes appear associated with student characteristics and institutional environment. These findings contribute to integrative curriculum management and madrasah evaluation, and are limited to the two cases studied.

Do Gender, Pesantren Background, and Previous School Type Matter? Spiritual Well-Being Among Islamic Religious Education Students

2026-10-22T16:38:59+00:00

This study examined SWB levels among Islamic Religious Education students at Universitas Islam Negeri Mataram and compared outcomes by gender, pesantren background, and previous secondary school type (Madrasah Aliyah or Senior High School). Using a quantitative descriptive-comparative design, the study involved 171 undergraduate students selected through convenience sampling. Data were collected using a 36-item SWB questionnaire based on Fisher’s four-dimensional model. After Rasch Rating Scale Model evaluation, 32 items were retained for analysis. Descriptive statistics and factorial ANOVA showed that 76.6% of students had moderate SWB, 15.2% had high SWB, and 8.2% had low SWB. No significant differences or interaction effects emerged across gender, pesantren background, or previous school type (p > .05). The study highlights the importance of inclusive, evidence-informed initiatives that support the personal, communal, environmental, and transcendental dimensions of SWB in Islamic higher education. This study contributes empirical evidence to the literature on student well-being in Islamic higher education by examining SWB across gender, pesantren background, and previous secondary school type within an integrated comparative framework. The findings also extend the application of Fisher’s four-dimensional model to the context of Islamic Religious Education and provide a basis for developing inclusive student support programs that address students’ multidimensional well-being regardless of their demographic and educational backgrounds.