Muaddib: Journal of Islamic Teaching and Learning
Seven Habits of Islamic Education Teachers as Role Models for Students
Islamic Education teachers play a strategic role not only in delivering religious knowledge but also in shaping students’ character through exemplary attitudes and behavior. Their daily habits influence both the learning process and the moral and spiritual development of students. This study analyzes seven key habits of Islamic Education teachers that serve as role models for learners. The research employed a qualitative case study approach, with data collected through in-depth interviews, literature review, and classroom reflections. Thematic analysis was conducted using NVivo 12 to identify consistent behavioral patterns. The findings highlight seven essential habits: punctuality, thorough preparation of lesson materials, enthusiastic teaching, empathetic listening, consistent appreciation, continuous self-development, and exemplary conduct. These habits collectively foster discipline, motivation, confidence, and moral integrity among students. The implications of this study emphasize that adopting such habits strengthens the role of Islamic Education teachers as agents of character building. Schools and educational institutions are encouraged to integrate these practices into teachers’ daily routines to enhance both academic achievement and moral development.
Copyright (c) 2026 Viona Dwi Wulandari, Zaky Habiburrahman, Burhanuddin Burhanuddin (Author) https://creativecommons.org/licenses/by-sa/4.0
Religious Education Model for Indigenous Children in Malaysia: An Ethnographic Study
Program Pembangunan Tamadun Masyarakat Asli (PETAMA) established by Yayasan Pahang in 1998, was designed to cultivate knowledgeable and capable leaders among Malaysia’s Indigenous Peoples, enabling them to achieve parity with other ethnic groups. PETAMA graduates are expected to serve as da’i and spiritual guides within their communities. This study investigates the religious and educational approaches applied in PETAMA to enhance the quality of life and spiritual awareness of the Indigenous Children subgroup of Malaysia’s Indigenous Peoples. Using a qualitative ethnographic design, data were collected through in-depth individual and group interviews with 30 PETAMA students from the Indigenous Children community. Thematic analysis was conducted using NVivo12 software. Findings reveal ten key approaches: i) formal religious education, ii) religious activities, iii) training and development of da’i, iv) spiritual counseling and mentoring, v) application of Islamic values in daily life, vi) collaboration with religious institutions, vii) formal education, viii) moral and religious education, ix) educational technology and innovation, and x) academic mentoring. These findings provide initial empirical insights into the role of PETAMA in shaping religious education among Indigenous children in Malaysia and serve as a foundation for future research on indigenous education, cultural integration, and spiritual development.
Copyright (c) 2026 Mutathahirin Mutathahirin, Sobariah Abu Bakar, Razita Razita, Rashidi Abbas, Nuha Sufina Binti Saidi (Author) https://creativecommons.org/licenses/by-sa/4.0
The Role of Philosophy of Science in Developing Students’ Critical and Creative Thinking Skills
The era of disruption, marked by technological revolutions, an information explosion, and complex social dynamics, calls for the emergence of Muslim intellectuals who are not only religious but also adaptable, critical, and creative. This article aims to analyze the strategic role of the Philosophy of Science course in developing students’ critical and creative thinking patterns as a foundation for building adaptive intellectual capacity. The research employs a qualitative approach using the case study method, involving participatory observation in Philosophy of Science classes, curriculum document analysis, and in-depth interviews with fifteen students and five instructors. The research findings indicate that effective Philosophy of Science instruction serves as a metacognitive toolkit that empowers students, first to conduct critical analysis of the structure of knowledge, underlying assumptions, and the validity of arguments, whether in religious texts or contemporary issues; second, to develop intellectual creativity by formulating philosophical questions, mapping scientific problems in a multidisciplinary manner, and envisioning alternative solutions. The implications of this study indicate that the philosophy of science plays a very important role in fostering critical thinking among students, although in practice, some instructors still limit students’ thinking by relying solely on a single argument.
Copyright (c) 2026 Rifadli Amin DG. M, Nurasma Ila Ismail, Mustamin Giling (Author) https://creativecommons.org/licenses/by-sa/4.0
Quran Teachers’ Skills as Pedagogical Foundations: Conceptual and Practical Insights into Nine Competencies
The teaching of the Quran requires teachers to master fundamental instructional skills comprehensively, as they are not merely transmitters of sacred texts but also facilitators of effective, interactive, and meaningful learning processes. Such mastery enables teachers to foster students’ motivation, improve the quality of recitation, and cultivate an emotional connection with the Quran. This study aims to examine the concept and practice of nine essential teaching skills in Quranic instruction and to explore how these skills are implemented in classroom settings. Employing a qualitative content analysis approach, data were drawn from theories, expert opinions, and the review of 120 relevant scholarly articles. Thematic analysis was conducted using NVivo 12 software. The findings highlight nine core teaching skills that Quran teachers must acquire both theoretically and practically: i) openings and ii) closures enhance attentiveness and reflection, iii) explanation and iv) questioning strengthen comprehension and critical engagement, v) reinforcement and vi) variation sustain motivation, while vii) classroom management, viii) group discussions, ix) and individualized teaching foster discipline, collaboration, and inclusivity. This study contributes theoretically by strengthening the conceptual framework of basic teaching skills within Islamic education, and practically by offering insights for teacher training, curriculum development, and policy initiatives aimed at enhancing the quality of Quranic pedagogy in Islamic educational institutions.
Copyright (c) 2026 Engkizar Engkizar, Azhar Jaafar, Mohd Isa Hamzah, Syafrimen Syafril, Afifah Febriani, Gifa Oktavia, Ardi Satrial (Author) https://creativecommons.org/licenses/by-sa/4.0
A Holistic Conceptual Model of Hamka's Contemporary Islamic Educational Thought
This study presents an integrative–critical narrative literature review of Hamka’s educational thought. It maps dominant elements across the literature, clarifies relationships among conceptual components, and identifies areas that remain insufficiently connected. Using an integrative critical narrative review approach, the study analyzes 14 selected articles (2020–2025) that discuss Hamka’s educational ideas from multiple thematic angles. The findings show that scholarship most consistently foregrounds akhlaq/character/ethics as the central educational aim, supported by foundational elements tawhid/creed (aqidah) and tasawuf that orient values and cultivate the inner life. Moreover, the literature outlines Islamic educational processes through the frameworks of ta’lim–tarbiyah–ta’dib and knowledge–practice–ethics, while extending the discussion through educational values derived from Tafsir Al-Azhar and socio-cultural dimensions such as nationalism and the integration of Nusantara culture. Despite its thematic breadth, however, the literature remains largely fragmented and has not yet produced a unified framework linking value foundations, educational processes, moral aims, and contextual grounding. In sum, this review offers a holistic conceptual map that systematizes relationships among the dimensions of Hamka’s educational thought and highlights the need for further research that is more operational and context-sensitive.
Copyright (c) 2026 Defriyanto Defriyanto, Oki Dermawan, Satria Adi Pradana, Khadijah Azzahra (Author) https://creativecommons.org/licenses/by-sa/4.0
AI and Cultural Sensitivity: Student Perceptions of How AI Handles Religion, Identity, and Tradition in Texts
AI tools are increasingly used by university students to comprehend literary and cultural texts, but in Libya this use becomes sensitive when texts include religion, identity, and tradition, where misrepresentation may affect respect and classroom trust. This study aims to examine students’ perceptions of AI cultural sensitivity and the risks of bias in literature and culture learning at the University of Zawia. The study used a mixed-methods design, combining a questionnaire survey of 500 undergraduate students from the Faculties of Arts, Education, and Languages and Translation (124 males, 376 females) with semi-structured interviews with 10 lecturers. Survey findings show that AI use is common, with most students using AI at least weekly for text comprehension, cultural/historical context, writing support, and translation. Students reported moderate perceptions of AI cultural sensitivity, but high concern about misrepresentation, especially oversimplification of religious meanings, misunderstanding culture-specific terms, and biased framing. Students also showed a very strong preference for responsible-use governance, including verification practices, lecturer guidance, and AI literacy training. Faculty comparisons indicated higher perceived learning value among Languages and Translation students, while gender differences were minimal except for slightly stronger governance expectations among females. The study implies that AI can be integrated as a contextual support tool, but universities should provide clear guidelines and training to protect cultural respect and critical evaluation in sensitive topics.
Copyright (c) 2026 Abdulrauf Atia, Sara Omran, Safa Alrumayh, Aml Alshineeti, Entisar Alatrish, Khuloud Alouzi, Mowafg Masuwd, Bushra Alfallah (Author) https://creativecommons.org/licenses/by-sa/4.0
Interreligious Coexistence in Islam: Implications for Islamic Education and the Achievement of SDGs
The practice of interreligious coexistence in Islam holds significant relevance for Islamic education, particularly in shaping tolerant, just, and inclusive character within multicultural societies. Islam, as a religion that emphasizes peace and justice, provides a normative foundation for curriculum development and educational practices that encourage learners to respect differences, build harmonious relations with adherents of other faiths, and understand the rights and obligations among religious communities. This study aims to analyze the practice of interreligious life from an Islamic perspective with a focus on its implications for Islamic education. Employing a qualitative approach, data were collected from 20 informants consisting of academics, education practitioners, and community leaders through in-depth interviews. The data were analyzed thematically using NVivo 12 software to identify key patterns and themes. The findings reveal four major aspects: respect for each religion’s principles, universal justice without discrimination, inclusive social relations between Muslims and non-Muslims, and equality of rights and obligations among religious groups. The implications highlight that Islamic values can serve as a normative framework for strengthening multicultural-based Islamic education and fostering tolerance, while simultaneously contributing to the achievement of the Sustainable Development Goals (SDGs), particularly quality education (SDG 4), reduced inequalities (SDG 10), peace and justice (SDG 16), and global partnerships (SDG 17).
Copyright (c) 2025 Gulzhaina K. Kassymova, Engkizar Engkizar, Mustafa Tevfik Hebebci, Yerassyl K. Talgatov (Author) https://creativecommons.org/licenses/by-sa/4.0
Students’ Pursuit of Knowledge in Islam: Framework for Character Education from Quran and Hadith
Seeking knowledge is a fundamental obligation in Islam that encompasses intellectual, moral, and spiritual dimensions, positioning learning as both an educational process and an act of worship. This study aims to analyze the concept and practice of students’ pursuit of knowledge in Islam and to construct an Islamic educational framework for character formation. Using a qualitative approach with the living Quran and Hadith method, data were drawn from the Quran, Hadith, scholarly interpretations, expert opinions, and previous studies published in reputable international journals. Thematic analysis was conducted through Miles and Huberman’s interactive technique to identify recurring patterns and values. The findings reveal six essential concepts and practices for students in seeking knowledge: sincere intention for Allah, ethics toward teachers, diligence and perseverance, reliance on Allah, avoidance of sinful acts, and supplication. These elements highlight the integration of spirituality, ethics, and discipline in Islamic pedagogy. The study concludes that these six principles provide a practical framework for Islamic character education, offering guidance for educators and institutions to cultivate students with noble character and integrity in diverse educational contexts.
Copyright (c) 2025 Nuha Sufina Binti Saidi, Mutathahirin Mutathahirin, Nur Akashah Binti Zulkefli, Dasrizal Dasrizal (Author) https://creativecommons.org/licenses/by-sa/4.0
Islamic Education Guidance Model for Students with Intellectual Disabilities to Achieve SDG 4
The limited intellectual development of children with intellectual disabilities, coupled with their minimal adaptive abilities, has a direct impact on their daily lives. Therefore, Islamic religious education plays a vital role in supporting their lives. This education aims to optimally develop the potential that children with intellectual disabilities still possess, so that they can live independently and adapt to their surroundings. In Allah’s view, human beings are regarded as a whole, not divided into specific parts. This article was written to analyze the guidance model used by Islamic education teachers for students with intellectual disabilities in achieving Sustainable Development Goal 4, while also understanding the strategies teachers employ to address their special needs. This study employs a qualitative research method using a case study approach. Data were collected through observation, interviews, and documentation, then analyzed through a process of data reduction and thematic analysis using NVivo, which enabled the researcher to systematically identify patterns, themes, and categories, allowing the research findings to be presented in detail and depth. The results of the study indicate that teachers employ specific Islamic education guidance models for students with hearing impairments in achieving Sustainable Development Goal 4, particularly in developing students’ skills through habituation, practice, communication, and repeated learning sessions. This study has revealed the dominant models used by Islamic education teachers in guiding students with hearing impairments to achieve Sustainable Development Goal 4. Furthermore, the results of this study can serve as a reference for teachers who instruct students with hearing impairments.
Copyright (c) 2026 Sukree Langputeh, Muhammad Aliff Muqri Bin Kamal, Fauzi Akmal (Author) https://creativecommons.org/licenses/by-sa/4.0
Six Academic Attitudes of Muslim Scholars Toward Knowledge Sources in the Digital Era
In the early period of Islam, knowledge sources were centralized in the Quran and the Prophet Muhammad (peace be upon him). Over time, these sources expanded into diverse forms, and in the contemporary digital era, knowledge acquisition is heavily influenced by technology-based information. The challenge lies in the fact that digital sources cannot be fully trusted in the same way as the Quran and Sunnah. This article aims to analyze the appropriate attitudes of Muslim academics in filtering and utilizing knowledge sources in the digital age. A qualitative content analysis approach was employed, drawing on Quranic verses, Hadith, theoretical frameworks, expert opinions, and peer-reviewed articles indexed globally. Data were thematically analyzed using Nvivo 12 with Miles and Huberman’s interactive technique. The findings reveal six essential attitudes for Muslim academics: i) critical and selective thinking, ii) adherence to Islamic ethics, iii) effective use of technology as a medium of knowledge, iv) preservation of academic integrity, v) wise management of time and information consumption, and vi) orientation toward the advancement of the ummah. These attitudes serve as a reference framework and ethical guideline for Muslim academics to intelligently filter digital information. The study contributes to the discourse on Islamic academic ethics in the digital era and provides a foundation for future research in broader contexts.
Copyright (c) 2025 Fardu Hasan, Tomikal Tomikal, Mustamin Gilling (Author) https://creativecommons.org/licenses/by-sa/4.0
Analysis of Parental Involvement in Achieving Sustainable Development Goals (SDGs) 4
Parental involvement in children's education is key to determining children's readiness for education and supporting their academic success. This study aims to analyze the forms of parental involvement in achieving Sustainable Development Goals (SDGs) 4. This study uses a qualitative method with a case study approach. The data sources were obtained from in-depth interviews with ten informants consisting of parents. All interview results were analyzed using Milles Huberman. Based on the results of the data analysis, the author found seven research results related to parental involvement in achieving Sustainable Development Goals (SDGs) 4. The seven research findings are: i) establishing closeness with children, ii) providing learning facilities for children, iii) monitoring children's development, iv) managing study schedules, v) collaborating with teachers, vi) supervising and assisting children's learning activities, and vii) providing rewards. These seven forms of parental involvement in children's education can be used as a reference for all parents in welcoming a bright future for their children in order to achieve Sustainable Development Goals (SDGs) 4 namely quality education in Indonesia.
Copyright (c) 2025 Nor-Hayna Dasad Tadol, Chuti Neem, Gifa Oktavia, Afifah Febriani (Author) https://creativecommons.org/licenses/by-sa/4.0
The Concept and Practice of Balanced Human Education in Ibnu Miskawaih: An Analysis
The global phenomenon of moral degradation underscores the urgency of moral education as the foundation for shaping Muslim personality. In this context, Ibnu Miskawaih’s thought on tazkiyat al-nafs and ethics in his classical work Tahdzib al-Akhlak is highly relevant for Islamic character education in the modern era. Using a qualitative descriptive-analytical approach with content analysis, this study examines Tahdzib al-Akhlak as the primary source and compares it with contemporary literature. The results reveal four findings: first, Ibnu Miskawaih’s concept of soul balance nafs (desire), ‘aql (reason), and ghadab (anger) forms a systematic framework for cultivating virtues such as wisdom, courage, temperance, and justice. Second, this framework remains relevant in addressing extremism, hedonism, and moral decline, offering a middle path consistent with Quranic moderation and modern character education theories. Third, the concept has practical implications for curriculum and pedagogy, encouraging holistic education that integrates intellectual, emotional, and spiritual growth with teachers as role models. Fourth, Ibnu Miskawaih’s philosophy contributes to global moral discourse by providing a classical yet adaptable model for building ethical, inclusive, and sustainable societies. The novelty lies in reconstructing his thought as a practical educational model bridging classical Islamic wisdom with contemporary pedagogical needs.
Copyright (c) 2025 Nurul Hafizah, Shahilla Nur Fadhila, Muhamad Yahya (Author) https://creativecommons.org/licenses/by-sa/4.0
Integration of Islamic Values in Preserving Cakalele Culture as Character Education
This study aims to discover the forms of Cakalele cultural preservation, analyze the mechanisms of integrating Islamic educational values, and identify opportunities and challenges within the process. A qualitative case study approach was employed. Data were collected through participatory observation, in-depth interviews with teachers, students, and cultural figures, as well as documentation analysis. Data were analyzed interactively through reduction, display, and conclusion drawing, with source and method triangulation to ensure validity. Findings reveal that Cakalele preservation is implemented through extracurricular activities and school performances. The integration of Islamic values is achieved by reinterpretation of cultural symbols, such as the parang symbolizing intellectual sharpness and faith, and teamwork representing ta’awun (mutual cooperation). Opportunities include institutional commitment, community support, and students’ enthusiasm for local culture. Challenges involve perceptions linking Cakalele to pre-Islamic traditions, limited facilities, and scheduling conflicts with academic activities. This study highlights that local cultural preservation can serve as an effective medium for character education in Islamic schools, provided it is accompanied by contextual and dialogical reinterpretation. The findings contribute to curriculum development based on local wisdom and strategies for cultural communication in Islamic education.
Copyright (c) 2026 Nurul Fathinah F. Hamid, Amanan Soleman, Musa Marengke (Author) https://creativecommons.org/licenses/by-sa/4.0
Implementing Religious Moderation in Social Interactions of Tobelo Society: A Qualitative Analysis
Religious moderation is a balanced, non-extreme approach to religion that respects differences. This concept encourages religious adherents to have a deep understanding of their own faith while respecting the beliefs of others. In practice, religious moderation means following religious teachings without imposing them on others, avoiding extremist or radical attitudes, and fostering harmony among fellow citizens. This study aims to analyze how religious moderation is implemented in Tobelo. The study employs a qualitative research method using a group case study approach, which describes the mechanisms of a process or relationship and provides a comprehensive overview in both verbal and numerical forms. Data collection techniques in this study include observation and interviews. The results of the study indicate that the people of Tobelo view moderation as a middle path that allows them to remain steadfast in their own beliefs while maintaining harmonious relationships with adherents of other religions. The implementation of religious moderation in Tobelo is evident in various aspects of daily life. In a social context, the people of Tobelo actively engage in interfaith interactions through community service activities, traditional ceremonies, and celebrations of major religious holidays that are often attended by people of different faiths.
Copyright (c) 2026 Nurhayati Masani, Icksan Asry Fabanjo (Author) https://creativecommons.org/licenses/by-sa/4.0
Building Student Character through Worship in Elementary Schools
By encouraging individuals to become better people, it fosters a sense of social awareness that contributes to positive character development. In this regard, Islam recommends congregational prayer. Although it is not obligatory, congregational prayer carries a reward twentyseven times greater than praying alone. This study aims to explore the character values developed through the habituation of congregational Dhuhr prayer. A qualitative research method with a case study approach was used. Data were collected from thirteen informants through direct interviews guided by a structured interview protocol. The interview data were analyzed thematically using Miles and Huberman’s Interactive Model of Analysis. The findings indicate that congregational Dhuhr prayer functions as an extracurricular activity in elementary schools designed to familiarize students with group worship. This practice contributes to the development of various character traits, including religious awareness, discipline, responsibility, and honesty. These results may serve as a foundation for future research on similar topics in different educational contexts.
Copyright (c) 2025 Muaddib: Journal of Islamic Teaching and Learning https://creativecommons.org/licenses/by-sa/4.0
The Concept and Practice of Islamic Education in Realizing Peace in Society
Hospitality and guest service in Islam represent the embodiment of noble moral values as taught in the Quran and Hadith. This study aims to explore how Islamic teachings guide individuals in hosting and serving guests. Employing a qualitative method, this research adopts the living Quran and Hadith approach, drawing data from Islamic scriptures, the results of ijtihad, and expert opinions. The use of the living Quran method is based on Engkizar's theory, tailored to the thematic needs and objectives of the study. Additional insights are supported by previous research published in reputable international journals. Thematic analysis reveals that the Islamic practices of visiting and hosting guests are not merely symbolic acts but are rooted in a profound value system encompassing etiquette, social responsibility, and mutual respect. These findings indicate that such values remain highly relevant in reinforcing a socially conscious culture grounded in Islamic principles. This study contributes to the discourse on Islamic ethics and offers insights into fostering respectful and compassionate interpersonal relationships.
The Practice of Moderate Education to Prevent Interreligious Conflict
The issue of religious moderation is back in the discussion of state elites, academics, religious leaders and the public today, because religious conflicts can trigger community divisions and even the collapse of a nation. In fact, the religious moderation movement is one of the solutions to prevent religious conflicts in the midst of society. Many ways can be done to educate the public about the importance of living in harmony, peace and mutual respect despite different beliefs. Among them is through social community activities. In fact, the prevention of inter-religious conflict based on social community activities has offered a new method for the progress of living together in pluralism. This research aims to see, analyze and describe how the model of inter-religious conflict prevention based on social community activities in West Sumatra Province. The research was conducted using a qualitative approach (multi case single-site exploratory case study). Data were collected through in-depth interviews with twenty-five informants categorized as religious leaders, community leaders, traditional leaders, administrators of the Religious Harmony Forum (FKUB), university academics and government officials who take regional policies. All informants are Muslims, Catholics, Protestants, Hindus and Buddhists who were selected using the purposive sampling technique. As supporting data, the author also analyzed literature sourced from various books, religious scriptures, and scientific articles related to this research. Overall, the research findings found four models of inter-religious conflict prevention based on community activities in West Sumatra Province. The four models are: i) establishing a dialog space between religious leaders, ii) community work through social activities, iii) traditional bonds of mutual cooperation, iv) support from community and religious leaders. The results of this research are discussed with various theories and results of previous research, and can be used as one of the references to create peace, harmony, peace, harmony and uphold the principle of togetherness in the midst of pluralistic societies.
The Role of Islamic Education in Realizing in Sustainable Development Goals (SDGs 3)
The concept of health in Islam is an important part of religious teachings. This practice includes guidelines that are not only spiritual in nature, but also need to maintain health socially. In accordance with the sunnah of the Prophet. This article aims to analyze how the practice of maintaining health in Islam should be. This research uses a qualitative method with the type of living Quran and hadith research with data sources taken from the arguments of the Quran and hadith, the results of ijtihad, the opinions of experts. The selection of this living Quran method refers to Engkizar's theory which is based on the needs and objectives of the topic under study. In addition, the author also strengthens data sources from various previous research results that have been published in reputable international journals. All of the above data is analyzed thematically. The findings of this study found four concepts and practices of maintaining health in Islam. The four practices of maintaining health are i) physically healthy, ii) mentally healthy, iii) spiritually healthy, iv) socially healthy. The four concepts of maintaining health in Islam can be used as a reference for all humans in order to maintain good health according to Islamic guidance.
Opportunities and Challenges for Islamic Education Teachers in Using Artificial Intelligence in Learning
The phenomenon of using Artificial Intelligence in education has become common. Not only in terms of work, Artificial Intelligence can also be used in the world of Islamic Education. This shows that Artificial Intelligence can also help Islamic Education teachers in learning. This research aims to analysis the challenges and opportunities for Islamic Education teachers in using Artificial Intelligence in learning. The method used in the research is a qualitative method with data sources taken through interviews with forty informants consisting of Islamic Education teachers from elementary to high school level. The results of data analysis found that Artificial Intelligence is proven to provide opportunities and convenience for Islamic Education teachers in the learning process although there are also some challenges. Among the opportunities for Islamic education teachers in using Artificial Intelligence in learning are i) making it easier for teachers to access learning, ii) saving costs, iii) creating interesting and innovative learning media. However, the challenges in using Artificial Intelligence are i) unstable networks, ii) lack of teacher training in the use of artificial intelligence, iii) information obtained is less accurate, iv) lack of teacher privacy. This research can be used as a reading for Islamic religious education teachers in preparing themselves to become creative and professional teachers.