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

Arya Yudiawan — 2026-09-14

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

Laili Azkiya Putri — 2026-10-13

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

M. Dimas Arfan Adi Subhakti — 2026-10-18

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

M. Keanu Zimran Edlyn — 2026-10-19

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

Moch Faqih — 2026-10-21

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

Abdurrafi — 2026-10-22

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.

The Tam-Taman Tradition as An Authentic Process-Based Assessment of Classical Islamic Texts Learning in Pesantren

Ubaidillah Ubaidillah — 2026-10-30

This study examines tam–taman, the semester-end inspection of the completeness of students’ interlinear glosses (word-by-word meanings written between the lines of the text), as an artifact-based assessment. A qualitative case study was conducted. We gathered data through non-participant observation, semi-structured interviews, and document analysis, and validated them through triangulation of source, technique, and time. The findings show that tam–taman runs in six stages: announcement, student preparation, text collection, inspection by correctors, determination of tam (complete) or naqis (incomplete) status, and re-inspection of incomplete texts. It serves as evidence-based verification of learning engagement, an academic gate to final examinations, a remedial cycle, and a means of habituating discipline within a culture that binds knowledge to writing. However, completeness of glossing does not guarantee accuracy of understanding. The study offers a critical account of how tradition-based, artifact-based evaluation verifies learning engagement in pesantren and where its validity ends, and it points to accuracy-verification mechanisms as a practical improvement. This study contributes to culturally responsive artifact-based assessment by conceptualizing tam–taman as a mechanism for verifying learning engagement and academic discipline, while identifying the need to complement completeness-based evaluation with accuracy verification to ensure actual student comprehension.

Beyond Cognitive Achievement: Assessment Infrastructure and The Unequal Visibility of Affective and Psychomotor Learning in Islamic Religious Education

Nur Aini Farida — 2026-10-30

This study examined documented assessment instruments and practices, teachers' reported constraints, and the unequal visibility of learning outcomes across junior-secondary educational settings in Karawang, Indonesia. Using a qualitative multiple-case study design, the study examined eight teacher-centered cases across public and private Islamic secondary schools (MTs) and junior secondary schools (SMP). Data were collected through semi-structured interviews with one Islamic education teacher per school, assessment-document review, and non-participant classroom observation, followed by within- and cross-case analysis. We identified written cognitive assessments in all eight cases but found no structured affective assessment instruments in the reviewed materials. Informal observation of students' attitudes was reported, while two private-school cases identified limited video-based practical assessment. Teachers reported constraints related to class size, assessment time, access to structured rubrics, professional training, and technology. Although cognitive assessment documentation predominated across cases, variations emerged in informal affective observations and isolated attempts at practical assessment. These findings suggest that unequal visibility of learning outcomes may reflect differences in access to usable instruments, documentation routines, and contextual assessment conditions. The study proposes assessment infrastructure as a provisional analytical lens for interpreting these patterns rather than as an empirically validated explanatory model. The findings highlight the need to further investigate sustainable, ethically appropriate approaches to multidimensional IRE assessment.