This study aims to formulate a conceptual model of non-formal Islamic education based on Deli Malay wedding customs to reinforce religious identity amidst the challenges of modernization and urbanization in Medan City. Utilizing a qualitative approach with an ethnographic case study design, data were collected through participant observation of wedding rituals, in-depth interviews with 12 key informants (customary elders, Islamic scholars, syarak practitioners, and young couples), and documentary analysis of ancient manuscripts. The findings reveal that Deli Malay wedding customs transmit four main dimensions of Islamic educational values—aqidah (faith), ibadah (worship), akhlaq (morality), and muamalah (social transactions)—through four pedagogical mechanisms: symbolic, verbal (oral poetry and advice), experiential, and intergenerational transmission. The novelty of this study lies in formulating a conceptual framework that positions wedding customs not merely as ceremonial traditions, but as an adaptive non-formal educational ecosystem capable of mediating cultural commercialization and sustainably strengthening the religious identity of the urban Muslim community.
This study analyzes the collaboration between Islamic Religious Education teachers and parents in developing students’ morality at SMA Muhammadiyah 18 Sunggal. Using a qualitative descriptive approach, data were collected through observation, in-depth interviews, and documentation involving the principal, homeroom teachers, Islamic Religious Education teachers, and parents. Data were analyzed using the Miles, Huberman, and Saldaña interactive model through data condensation, data display, and conclusion drawing, with source and technique triangulation used to ensure data credibility. The findings indicate that collaboration is implemented through student activity reporting books, WhatsApp groups, home visits, parenting guidance, and parent–teacher meetings during report-card distribution. These mechanisms facilitate communication, monitoring, evaluation, and reinforcement of Islamic values between school and family environments. However, collaboration faces challenges related to parents’ limited time, digital communication barriers, and differences in perceptions regarding educational responsibilities. The study concludes that strengthening flexible communication, clarifying responsibilities, and developing sustainable parenting programs are essential for establishing an integrated school–family partnership in students’ moral development.
This study aims to analyze Muslim couples’ perspectives on religious and economic kafaah in realizing marital harmony in Genteng District, Banyuwangi Regency. The study employed a qualitative approach with a field research design. Data were obtained through interviews with nine Muslim informants and analyzed through data reduction, data presentation, and conclusion drawing. The findings show that kafaah is understood as compatibility that is not limited to social status but also encompasses alignment in values, understanding, character, and responsibilities within family life. In the religious aspect, kafaah is understood as a shared commitment to implementing Islamic values as a guide for family life. Meanwhile, the economic aspect is understood as compatibility in the responsibility to fulfill and manage family needs, rather than merely equality in wealth or income. Religious and economic kafaah are viewed as important foundations for marital harmony. However, harmony is not determined solely by such compatibility but also by effective communication, mutual respect, cooperation, maturity, and the balanced fulfillment of each spouse’s rights and obligations.
This study aims to analyze Islamic Religious Education teachers’ strategies in strengthening students’ ukhuwah Islamiyah at SMA Muhammadiyah 18 Sunggal. The study employed a descriptive qualitative approach, with data collected through observation, interviews, and documentation. Data were analyzed using the Miles and Huberman model through data reduction, data display, and conclusion drawing. The findings indicate that teachers strengthen ukhuwah Islamiyah through an integrative strategy involving planning, guidance, habituation, exemplary conduct, motivation, supervision, and positive reinforcement. These strategies are implemented through Friday donation activities, social assistance for members of the school community experiencing hardship, and the habituation of smiling, greeting, showing respect, politeness, and courtesy. The implementation contributes to students’ empathy, solidarity, social concern, cooperation, and mutual respect. However, teacher involvement in planning and coordination remains uneven, resulting in some dependence on individual teachers. The study highlights the importance of collaborative teacher involvement and systematic program management in transforming ukhuwah Islamiyah from a religious concept into a lived social practice within the school environment
The integration of Artificial Intelligence (AI) into Islamic Religious Education opens opportunities for interactive, adaptive, and student-centered learning. This study analyzes the utilization of AI through Game-Based Learning to stimulate students’ scientific thinking skills at MI Palama Donggo. A qualitative approach was employed using observation, interviews, and documentation involving the principal, teachers, and students. Data credibility was ensured through source and technique triangulation, while data analysis included reduction, categorization, presentation, and verification. The findings show that AI-supported Game-Based Learning provides engaging learning experiences through adaptive questions, immediate feedback, and interactive activities. Students demonstrated greater enthusiasm, active participation, willingness to try, and improved reflection. Implementation was supported by school commitment, teacher readiness, technological facilities, and student motivation, but was constrained by limited devices, internet connectivity, and instructional time. Students demonstrated developing scientific thinking skills through observing, questioning, reasoning, evaluating, correcting mistakes, and drawing conclusions. Thus, AI through Game-Based Learning has the potential to strengthen Islamic Religious Education while fostering students’ scientific thinking skills.
