Walisongo State Islamic University

Background: Arabic vocabulary instruction in Islamic elementary schools (Madrasah Ibtidaiyah) is often hindered by low student motivation and a reliance on rote memorization, which is particularly ineffective for concrete themes like diseases (al-amrāḍ). This highlights a critical need for developmentally appropriate visual media. Aims: This research aims to: (1) design thematic flashcard media on al-amrāḍ for third-grade students, (2) evaluate the media's validity through expert judgment, and (3) assess its practicality and impact on student engagement. Methods: Employing a Research and Development (R&D) framework, this study utilized the ADDIE model (Analyze, Design, Develop, Implement, Evaluate). The process began with a needs analysis through observation and interviews, followed by the design and validation of flashcards by experts in Arabic language education, media, and linguistics. A limited trial with 22 third-grade students at MI Miftahul Akhlaqiyah, Semarang, was conducted to evaluate practicality and student perceptions through observation and response questionnaires. Results: The flashcards achieved high validity scores from experts: 88% (content), 83% (linguistics), and 75% (media). Student responses were exceptionally positive, with an overall practicality rating of 95%, particularly appreciating the visual appeal, ease of use, and increased motivation. The findings indicate that the flashcards effectively facilitate vocabulary acquisition by creating clear visual-lexical connections. Implications: The al-amrāḍ flashcards are a valid and practical learning medium that effectively addresses pedagogical gaps in elementary Arabic instruction. This research underscores the importance of integrating visual design with linguistic accuracy for young learners. Practically, the flashcards offer an engaging, interactive alternative to traditional methods. Theoretically, it contributes to the discourse on multimedia design for early language acquisition within religious education contexts.

Penelitian ini bertujuan merekonstruksi secara historis proses berdirinya Pondok Pesantren Uswatun Hasanah di Mangkang serta menganalisis peran dan kontribusinya terhadap perkembangan Islam dan kehidupan sosial-keagamaan masyarakat setempat. Penelitian menggunakan metode sejarah dengan menelusuri latar sosial-keagamaan, peran tokoh pendiri, dinamika kelembagaan, serta pengaruh pesantren terhadap pembentukan tradisi keislaman di wilayah Mangkang. Penelitian ini menggunakan metode penelitian kualitatif dengan pendekatan historis karena fokus kajian adalah rekonstruksi proses berdirinya Pondok. Data dikumpulkan melalui studi dokumentasi, wawancara dengan pengasuh, keluarga pendiri, dan observasi terhadap aktivitas kependidikan dan keagamaan di lingkungan pesantren. Hasil penelitian menunjukkan bahwa Pesantren Uswatun Hasanah berkembang dari pondok berbasis tradisional menjadi kompleks pendidikan yang mengintegrasikan pendidikan formal, nonformal, dan kepesantrenan, sekaligus berperan sebagai pusat dakwah, kaderisasi, dan penguatan identitas keagamaan masyarakat Mangkang. Temuan ini menegaskan posisi pesantren sebagai agen penting dalam pembinaan generasi muslim berilmu dan berakhlak serta sebagai motor transformasi sosial-keagamaan di tingkat lokal.​

The rapid growth of digital da‘wah on YouTube has significantly transformed how Muslims engage with the Qur’an, repositioning the platform as a key site for religious interpretation and authority formation. This article examines how Qur’anic interpretation of dhikr contributes to the reconfiguration of religious authority in the digital sphere, focusing on the YouTube sermons of Ustadz Adi Hidayat (UAH). Employing a qualitative descriptive approach, the study integrates tafsir mawḍū‘ī (thematic exegesis) with critical discourse analysis to analyze sermon content and audience interactions in the comment sections. The findings demonstrate that UAH conceptualizes dhikr not merely as a verbal ritual, but as a comprehensive spiritual framework encompassing prayer, ethical discipline, and inner tranquility. Moreover, audience responses reveal the emergence of a digitally mediated “dhikr community” in which religious meanings are collectively interpreted and affirmed. This dynamic illustrates how YouTube functions as a space for Qur’anic meaning-making that reshapes traditional patterns of religious authority in contemporary Islam.

This paper reveals a categorical equivalence connecting two distinct quantum logic structures. The first is the orthomodular lattice, an algebraic system designed to formalize the properties of quantum systems. The second is a finitary orthomodular dynamic algebra, a specialized development of the orthomodular dynamic algebra where the underlying quantum actions are restricted to be finitary. The applicability of the result extends to more specialized lattices, such as Hilbert lattices of closed subspaces of a Hilbert space, beyond general orthomodular lattices. As these lattice structures exhibit connections to a diverse array of quantum structures, the established equivalence categorically bridges unital involutive m-semilattices with a broad spectrum of quantum formalisms.

The potential of Artificial Intelligence (AI) in streamlining teachers' tasks is often unattainable for some primary school teachers in developing countries due to the wide digital divide, ethical issues, and AI hallucinations. This study aims to explore the views and strategies of primary school teachers in Indonesia for balancing the drive to improve work efficiency with the need to uphold pedagogical ethics and protect student safety. Through a reflective questionnaire, this descriptive-exploratory qualitative study collected in-depth narratives from 100 primary school teachers in Indonesia. Open-ended answers were analyzed to understand their views and life experiences. The results of this study reveal that teachers have carefully used AI as a tool to speed up the completion of administrative tasks and design creative learning scenarios and media, while maintaining students' privacy and independence of thinking. Although the use of AI is incompatible with inadequate infrastructure, large skills gaps, algorithmic bias, and less supportive regulations and policies, teachers demonstrate their active role as ethical and reflective agents who constantly cross-validate AI results rigorously and continue to learn how to use AI appropriately. These findings suggest that the use of AI among primary school teachers requires not only technical training but also policies that foster ethical and critical awareness in the use of technology, thereby reinforcing human values.