Al-Afkar: Jurnal Pemikiran Mahasiswa Pendidikan

Videos Animated in Learning Maharah Kalam: The Role of Digitalization

2025-12-18T21:52:07+00:00

This study explores the use of animated videos in Arabic language learning, particularly to improve speaking skills. Through interviews, observations, and documentation, it was found that the use of animated videos can be done through several steps: selection of suitable videos, preparation of related materials, video playback, discussion and explanation, speaking practice, feedback and evaluation, and repetition and reinforcement. The use of animated videos proved effective in increasing students' interest, motivation, and speaking skills. Animated videos provide a concrete and engaging context, facilitating better understanding and recall of the material. The study also shows that animated videos create an imaginative and interactive learning environment, encourage active participation, and help build competence through the presentation of engaging audio-visual material. The results show that this method is more effective than conventional methods in improving speaking skills. Periodic evaluation and development of high-quality content are essential to ensure learning satisfaction and effectiveness. This research concludes that animated video is a very relevant and useful learning media, especially in Arabic language education.

The Concept of Curriculum According to Ali Ahmad Madzkur in Manhaj at-Tarbiyah fī at-Taṣawwur al-Islāmī

2025-12-18T21:50:25+00:00

This study focuses on examining Madzkur’s perspective on Islamic educational curriculum as articulated in Manhaj at-Tarbiyah fī at-Taṣawwur al-Islāmī. Employing a qualitative library research approach, primary data were derived from Madzkur’s work, supported by secondary sources from relevant books and academic journals. Data were analyzed through reduction, categorization, interpretation, and theoretical synthesis. The findings indicate that Madzkur conceptualizes the curriculum based on taṣawwur Islāmī, comprising four interrelated components: educational objectives, integrative content, exemplary and dialogical methods, and evaluation emphasizing spiritual and moral dimensions. This curriculum framework aims to develop al-insān al-kāmil by harmonizing faith, intellect, and morality. The study recommends that Islamic educational institutions adopt Madzkur’s integrative curriculum principles to foster holistic, transformative, and value-oriented education.

Nilai-Nilai Pendidikan Keimanan tentang Api Neraka dalam Tafsir Jāmi‘ li Aḥkām al-Qur’ān karya al-Qurṭubī: Studi atas QS. al-Anbiyā’ [21]: 29 dan QS. al-Aḥzāb [33]: 66

2025-12-18T21:49:49+00:00

This study examines the concept of the fire of Hell in the Hereafter through a thematic approach to the interpretation of Imam al-Qurṭubī in Tafsīr al-Jāmi‘ li Aḥkām al-Qur’ān. The discussion begins with an explanation of fire from linguistic and scientific perspectives, namely as a rapid oxidation process that produces heat and light. In the Qur’an, fire is not only understood as a natural phenomenon, but also as a sign of God’s power and a representation of severe punishment. Through an analysis of Q.S. al-Anbiyā’ (21):29 and Q.S. al-Aḥzāb (33):66, al-Qurṭubī emphasizes the connection between acts of polytheism, disobedient attitudes, and punishment in the form of the torment of Jahannam. The first verse describes the punishment for any being who claims divinity besides Allah, while the second verse depicts the repeated suffering of disbelievers whose faces are turned over in the fire. This study concludes that, according to al-Qurṭubī, the concept of fire is not merely a physical phenomenon but a moral warning emphasizing the importance of monotheism and obedience. Furthermore, this study demonstrates the integration of classical Qur’anic exegesis with modern scientific perspectives on the phenomenon of fire.