NIZAM: International Journal of Islamic Studies

The Implementation of Digital Portfolio Evaluation for Monitoring Daily Religious Practices at Muhammadiyah Al-Kautsar Junior High School Special Program

Atika Alya Fauziyah — 2026-01-08

The development of students’ religious character through amalan yaumiyah (daily religious practices) at the junior high school level continues to face challenges, particularly with regard to consistency of implementation and the effectiveness of monitoring in the digital era. This study aims to examine the implementation of digital portfolio evaluation through the Golden Habit program in monitoring students’ amalan yaumiyah at Muhammadiyah Al-Kautsar Junior High School, to analyze the challenges encountered in the use of Golden Habit during the monitoring process, and to formulate suggestions and expectations from teachers as efforts to improve and further develop the use of Golden Habit in the future. This research employed a descriptive qualitative method with a phenomenological approach. Data were collected through observation, interviews, and documentation, and were analyzed using an interactive data analysis model consisting of data reduction, data display, and conclusion drawing. The findings indicate that Golden Habit, as a web-based digital portfolio, is able to support the habituation of amalan yaumiyah in a more structured manner, enhance students’ discipline in religious worship, foster literacy habits, and strengthen students’ engagement in positive daily activities, while simultaneously facilitating teachers in conducting systematic monitoring and evaluation. The implementation of this program also revealed several challenges, including students’ inconsistency in completing portfolio entries, limited access to digital devices, minimal parental assistance, and varying levels of homeroom teacher involvement in the monitoring process.

The Application of Discovery Learning Theory by Jerome Bruner in Qur’anic Tafsir Learning

Amtsal Ajhar — 2026-01-08

Learning Qur’anic exegesis (Tafsir) in Islamic educational institutions is still dominated by lecture and memorization methods, which often position students as passive recipients of knowledge. This learning pattern limits students’ critical, exploratory, and contextual understanding of the Qur’an. This article examines the application of Jerome Bruner’s Discovery Learning model as an alternative pedagogical approach in Tafsir instruction. Using a qualitative literature-based study, it analyzes classical and contemporary sources from both learning theory and Qur’anic exegesis perspectives. The study finds that Discovery Learning is epistemologically, pedagogically, and psychologically relevant, as it engages students actively in discovering the meanings of verses through contextual exploration, linguistic analysis, comparison of mufassir opinions, and critical reflection. Effective implementation requires guided discovery, mastery of prerequisite knowledge, authentic problem-solving, collaboration, reflection, and validation using authoritative Tafsir sources. Applying this model enhances deep comprehension, critical thinking, and the relevance of Qur’anic understanding to contemporary life. Discovery Learning thus represents a strategic and transformative approach for active, meaningful, and contextual Tafsir education.

Evaluation of Learning as an Effort to Strengthen Students’ Character in a Modern Islamic Boarding School

Muhammad Iqbal Iqbal — 2026-01-08

This study examines the implementation of holistic learning evaluation in the context of strengthening students’ character in modern Islamic boarding schools (pesantren modern). Holistic evaluation is viewed as a comprehensive approach that assesses not only students’ cognitive aspects but also their affective and psychomotor domains in an integrated manner. The purpose of this study is to analyze the implementation of holistic learning evaluation in strengthening students’ character in modern Islamic boarding schools and to describe the contribution of this assessment system to the deep internalization of character values. The method employed is library research, involving an analysis of various relevant primary and secondary literature sources. The findings indicate that holistic learning evaluation in modern Islamic boarding schools encompasses authentic assessment, observation of daily behavior, self- and peer-assessment, as well as portfolios documenting character development. The implementation of holistic evaluation contributes significantly to the internalization of character values such as religiosity, honesty, responsibility, discipline, and social awareness. It can be concluded that holistic learning evaluation serves as a strategic instrument in fostering students’ character in a comprehensive and sustainable manner.

The Utilization of Podcasts as an Alternative Learning Medium for Qur’anic Tadabbur

Muhammad Ramdhani — 2026-01-08

The rapid development of digital technology has significantly transformed religious learning practices, including Qur’anic reflection (tadabbur). This study aims to analyze podcasts as an alternative medium for tadabbur learning by examining their key characteristics, implementation patterns, as well as supporting and inhibiting factors. Employing a qualitative approach with an instrumental case study design, the research involved nineteen informants consisting of podcast producers, speakers, and audiences. Data were collected through in-depth interviews, passive participatory observation of Qur’anic reflection podcasts, and document analysis, and were analyzed using an interactive analysis model. The findings reveal that podcasts offer strong advantages in terms of time flexibility, accessibility, and audio formats that facilitate personal reflection while fostering digital religious communities. Podcast-based tadabbur is implemented through thematic, sequential, and contextual-applicative approaches, with an optimal episode duration of 15–30 minutes. Supporting factors include high internet penetration, shifting content consumption preferences, credible religious sources, and affordable production costs. However, challenges persist, such as digital literacy gaps, competition with entertainment content, limited interaction, and sustainability issues. This study provides theoretical and practical contributions to the development of technology-based Islamic learning in the digital era.

Educational Paradigm in the Evaluation of Islamic Religious Education: Efforts to Balance Intellectual, Emotional, and Spiritual Intelligence

Muhammad Nazarudin Said — 2026-01-08

The primary essence of Islamic Religious Education lies in the holistic formation of individuals, encompassing not only intellectual capacities but also emotional and spiritual dimensions. However, empirical realities in educational practice often reveal an imbalance, in which academic (cognitive) assessment overwhelmingly dominates, while the evaluation of attitudes and skills is frequently neglected. This study aims to examine how State Senior High School 1 Tawangsari implements the evaluation of Islamic Religious Education based on a holistic education paradigm, to identify the challenges faced by educators in assessing the three domains of competence, and to formulate evaluation strategies that are more objective and sustainable. Using a qualitative approach, data were collected through in-depth interviews with Islamic Religious Education teachers and school management and were analyzed descriptively. The findings indicate that although there is an emerging commitment to the implementation of holistic evaluation, cognitive assessment remains highly dominant. This condition is largely attributed to technical constraints such as limited instructional time, large student–teacher ratios, and the absence of standardized non-cognitive assessment instruments. This study concludes by recommending the development of standardized affective and psychomotor assessment instruments so that the evaluation of Islamic Religious Education can transform from merely a tool for measuring academic achievement into a comprehensive instrument for fostering holistic Islamic character formation.

Evaluation of Qur’anic Learning as an Effort to Form a Qur’anic Generation at the Fatimah Mosque Qur’an Education Center

Muhammad Aditya Shoqrun — 2026-01-08

This study aims to analyze the effectiveness of Qur’an learning evaluation at the Qur’an Education Center of Masjid Fatimah Cemani in fostering a Qur’anic generation. The research employed a qualitative approach with a descriptive design. Data were collected through observation, in-depth interviews, and documentation to obtain a comprehensive understanding of the teaching and evaluation processes. The Qur’an learning process applied talaqqi and tikrar techniques, with individually tailored memorization targets reinforced through a continuous murojaah system. The evaluation focused on technical aspects of recitation, including accuracy in tajwid and makharij al-huruf, which were periodically monitored by the instructors. Findings indicate that the implemented evaluation system is effective in maintaining the quality of students’ Qur’an recitations and supporting the development of their religious character. Nevertheless, several challenges remain, particularly the limited learning duration and suboptimal collaboration between instructors and parents. The study recommends innovating evaluation methods and strengthening a more structured and collaborative assessment system to ensure the sustainability of Qur’anic character formation.