FAJAR: Jurnal Pendidikan Islam published by the Islamic Religious Education Study Program of the Faculty of Tarbiyah at the Islamic University of Jember, with e-ISSN 2808-4527 and p-ISSN 2809-2864, serves as a publication platform for research results and scientific studies by Lecturers, Teachers, Practitioners, Supervisors, and Students. It discusses issues related to Islamic Religious Education learning and the thoughts of Islamic Religious Education figures FAJAR: Jurnal Pendidikan Islam Published biannually, in March and September, this journal is also indexed in SINTA 5, which further strengthens its contribution to the development of science. We continuously strive to improve the quality of this journal and hope that it can provide benefits for the advancement of academic quality in the field of Islamic Education.
IMPROVING THE ABILITY TO MEMORIZE ASMAUL HUSNA THROUGH THE FLASHCARD BASED CHUNKING METHOD
Asmaul Husna refers to the 99 beautiful names of Allah SWT as stated in the Qur’an Surah Al-A’raaf verse 180. Each name reflects the attributes of Allah’s perfection, ranging from Ar-Rahman (The Most Gracious) to As-Shabur (The Most Patient), which serve as the foundation of a Muslim’s faith and character. Memorizing Asmaul Husna is both a spiritual obligation and a means of drawing closer to Allah SWT. However, seventh-grade students at MTs Terpadu Ash Shufi, Blitar Regency, faced significant difficulties in memorizing the names in correct order, accurate pronunciation, and proper understanding of their meanings. This was reflected in the low learning mastery of only 28.57% with an average score of 58.4 in the pre-cycle stage. This study aims to improve the memorization of Asmaul Husna through the implementation of the chunking method based on flash cards. The chunking method divides the 99 names of Allah into meaningful small groups, while flash cards present each name in Arabic script, transliteration, and meaning visually. This study is a Classroom Action Research (CAR) using John Elliott’s model with two cycles. The research subjects were 28 seventh-grade students. Results showed significant improvement: the average score increased from 58.4 (pre-cycle) to 76.8 (Cycle I) and 87.3 (Cycle II), with learning mastery reaching 89.29% in Cycle II. These findings demonstrate the effectiveness of the chunking method based on flash cards as a structured, visual, and engaging strategy for memorizing Asmaul Husna.
Copyright (c) 2026 Ummi Nadziroh, Puji Asmaul Chusna, Puthut Waskito https://creativecommons.org/licenses/by-sa/4.0
STRENGTHENING STUDENTS ISLAMIC CHARACTER THROUGH INTERACTIVE DIGITAL CONTENT STRATEGIES
The digital era presented a significant challenge for the younger generation, as the rapid flow of uncurated digital content potentially eroded fundamental Islamic values. Meanwhile, conventional religious education methods were often considered less adaptive to the characteristics and needs of digital native students. Consequently, this study aimed to examine the design and implementation of interactive digital content strategies to strengthen the Islamic character of students. This research utilized a qualitative approach with a literature review design. The researchers systematically analyzed various relevant academic sources published between the years 2022 and 2026. The findings of the study demonstrated that the utilization of interactive media, such as narrative audiovisuals, gamification platforms, and mobile applications, effectively facilitated the concrete visualization of faith, the consistent habituation of daily worship, and the simulation of moral decision-making. These interactive mechanisms successfully integrated moral knowledge, moral feeling, and moral action into the learning process. In conclusion, interactive digital content strategies possessed substantial potential to strengthen Islamic character comprehensively. However, the successful implementation of these strategies heavily depended on a supportive educational ecosystem, which required strong synergy and collaboration among schools, families, educators, and the readiness of technological infrastructure.
Copyright (c) 2026 Muhammad Alawi Sumairi, Muhammad Ihsan Siregar, Adhi Setiyawan https://creativecommons.org/licenses/by-sa/4.0
THE INTEGRATION OF TPACK INTO AKIDAH AKHLAK LEARNING FOR STRENGTHENING 21ST-CENTURY COMPETENCIES
Akidah Akhlak learning in madrasah still faces challenges, including the dominance of lecture-based methods, low technology integration, and suboptimal implementation of deep learning in supporting 21st-century competencies. This study aims to analyze the implementation of Technological Pedagogical Content Knowledge (TPACK) in Akidah Akhlak learning to support deep learning and the strengthening of 21st-century competencies. This research employs a qualitative approach using a library study method through the review of scientific articles, books, and relevant policy documents. The findings indicate that TPACK integration is capable of creating contextual, interactive, meaningful, and enjoyable learning through the use of digital media, project-based learning, and collaborative approaches. TPACK implementation contributes to the development of critical thinking, creativity, communication, and collaboration skills integrated with Islamic values. The success of its implementation is influenced by teachers' digital pedagogical competence, the availability of technological infrastructure, and teachers' ability to design adaptive learning. The novelty of this article lies in the formulation of the synergy between TPACK and the principles of deep learning, mindful, meaning, and joyful learning, in the context of Akidah Akhlak learning. Therefore, TPACK can serve as a strategic framework in transforming Akidah Akhlak learning to be relevant to the demands of 21st-century education.
Copyright (c) 2026 Abdullah Abdullah, Hairul Alim, Norbaiti Norbaiti, Widianti Widianti https://creativecommons.org/licenses/by-sa/4.0
REINTERPRETING THE PHILOSOPHY OF THE ISLAMIC EDUCATOR PROFESSION: INTEGRATING ITTIBA, THE TRILOGY, AND AMANAH TOWARD INSAN KAMIL
This study aims to reinterpret the philosophy of the teaching profession in Islam by integrating three main pillars: ittiba' ar-rasul, the triadic concept of mu'allim-murabbi-muaddib, and khalifatullah fil 'ilm. Using a qualitative library research approach with philosophical-hermeneutic analysis, primary data sources include Ihya' Ulumuddin (Al-Ghazali), Ta'lim al-Muta'allim (Al-Zarnuji), and the works of Al-Attas and Al-Faruqi. The findings reveal three main points. First, the contemporary crisis of the teaching profession is caused by the reduction of the educator's role to a mere transferor of knowledge, the loss of spiritual awareness, and weak internalization of adab, leading to de-spiritualization of education. Second, the three roles—mu'allim (epistemic dimension), murabbi (human development dimension), and muaddib (ethical-spiritual dimension)—are integrated dimensions within a single profession, not separate tasks, so that weakness in any one role causes systemic failure. Third, the reinterpretation of khalifatullah fil 'ilm expands the conventional understanding of caliphate from natural resource management to the realm of education, positioning educators as bearers of civilizational trust responsible for the intellectual, moral, and spiritual quality of the next generation. The theoretical contribution is an integrative three-pillar model connecting spiritual-prophetic foundations, role multidimensionality, and civilizational mandate toward insan kamil and khayra ummah. Practically, this model can serve as a foundation for Islamic education policy and holistic educator development. As a library-based study, the proposed model remains conceptual and requires empirical testing.
Copyright (c) 2026 Febri Amin Nurrohman, Abdul Fatah, Yusril Muhammad Nur, Azka Rifqi Islami, Jimmy Malintang https://creativecommons.org/licenses/by-sa/4.0