This study aims to analyze the influence of egalitarian leadership, responsibility, and teacher work discipline on teacher performance with the moderation of psychological empowerment at Qur'anic Education Institutions (TPQ) in Bengkong District, Batam. A quantitative approach was employed using Structural Equation Modeling Partial Least Square (PLS-SEM) via SmartPLS software. The population comprised all TPQ teachers in Bengkong District, with a sample of 84 teachers selected by proportionate random sampling. Teacher performance was assessed by TPQ principals to enhance objectivity. Results revealed that work discipline is the strongest predictor of teacher performance (coefficient 0.454; T=4.370; p=0.000), followed by responsibility (coefficient 0.254; T=2.557; p=0.011), and psychological empowerment (coefficient 0.232; T=1.992; p=0.047). Egalitarian leadership showed no significant direct effect (p=0.720). Psychological empowerment did not significantly moderate the relationships between the three independent variables and teacher performance. The model demonstrated very high predictive power with R Square of 0.929. This study implies that strengthening work discipline and responsibility are priority strategies for improving TPQ teacher performance.

The low level of Qur’anic literacy at the elementary education level remains a fundamental problem hindering the internalization of religious values among the younger generation. In rural areas, this phenomenon is escalated by a shortage of competent educators and the dominance of monotonous, conventional pedagogical methods. Such conditions lead to stagnation in learning outcomes, necessitating strategic intervention through community empowerment programs. This research aims to revitalize the Qur’anic Education Center (TPQ) in Juwet Village to ensure a more effective, adaptive, and sustainable religious knowledge transmission process. Methodologically, this study adopts a qualitative approach within a Participatory Action Research (PAR) framework. The researchers were actively involved in instructional dynamics to empirically identify barriers. Grounded in transformative education theory, strengthening teacher capacity is positioned as the primary instrument of change. Data were gathered through participant observation, in-depth interviews, and periodic evaluations of students’ tajwid competence and reading fluency to establish a continuous improvement cycle. The findings indicate that intensive mentoring interventions significantly enhance student learning motivation and accelerate material comprehension. Furthermore, the program successfully optimized the standardization of teachers’ recitation quality through the implementation of systematic and measurable instructional methods. The implications of this study emphasize that a sustainable mentoring model is a key determinant in transforming the quality of religious education in rural regions. The success in this research site serves as a potential prototype for similar institutions in efforts to eradicate Qur'anic illiteracy and comprehensively improve Islamic literacy

General Background: The Holy Qur’an serves as a fundamental source of moral values, ethics, and social guidance in Islamic societies. Specific Background: In Iraq, characterized by sectarian diversity and strong religious traditions, Qur’anic teachings contribute to shaping individual and collective behaviour. Knowledge Gap: However, integrated social analyses examining how Qur’anic principles guide behavioural formation within the Iraqi context remain limited. Aims: This study aims to analyse the role of the Holy Qur’an in shaping human behaviour in Iraqi society from a social perspective. Results: The findings indicate that the Qur’an provides a behavioural framework through legislative guidance, Qur’anic narratives, moral accountability, and ethical values such as justice, responsibility, cooperation, and spiritual purification. The study also shows that religious authorities, educational institutions, and community initiatives contribute to translating Qur’anic teachings into social practices. Novelty: This research presents an integrated social analysis linking Qur’anic teachings, interpretative diversity between Sunni and Shia traditions, and behavioural formation in Iraq. Implications: Strengthening Qur’anic education and encouraging inter-sectarian dialogue may support the development of ethical conduct and social cohesion in Iraqi society. Highlights• Qur’anic teachings provide a comprehensive ethical system guiding personal and social conduct in Iraq• Religious authorities and institutions contribute to translating scriptural teachings into community practices• Sectarian interpretative diversity shapes the understanding of moral values in Iraqi society KeywordsQur’anic Values; Human Behaviour; Iraqi Society; Social Ethics; Islamic Teachings

This study aims to examine the implementation of the cue method in supporting Qur'an memorization among deaf students and to identify the factors that facilitate and hinder its application. The research was conducted at the BAZNAS BAZIS Disability Tahfiz Boarding School in Jakarta, an Islamic educational institution dedicated to students with special needs. This study employed a qualitative field research design. Primary data were collected through classroom observations, in-depth interviews with teachers and students, and documentation analysis. The collected data were analyzed using a descriptive-analytical approach involving three stages: data reduction, data display, and conclusion drawing. The findings reveal that the implementation of the cue method in Qur'an memorization for deaf students is carried out through four main stages: instructional preparation and planning, provision of learning facilities and supporting media, implementation of the cue-based memorization method, and continuous monitoring and evaluation of students’ progress. The effectiveness of this method is supported by several factors, including strong institutional commitment to inclusive education, structured learning schedules, adaptive teaching strategies, and adequate psychological and physiological support for students. However, several challenges were identified, particularly variations in students’ cognitive abilities and learning attitudes, as well as limited parental and community involvement in supporting the memorization process. These findings highlight the importance of adaptive pedagogical approaches in Qur'anic education for students with hearing impairments and demonstrate the potential of cue-based methods in supporting inclusive religious learning environments.

This study aims to examine the implementation of the cue method in supporting Qur'an memorization among deaf students and to identify the factors that facilitate and hinder its application. The research was conducted at the BAZNAS BAZIS Disability Tahfiz Boarding School in Jakarta, an Islamic educational institution dedicated to students with special needs. This study employed a qualitative field research design. Primary data were collected through classroom observations, in-depth interviews with teachers and students, and documentation analysis. The collected data were analyzed using a descriptive-analytical approach involving three stages: data reduction, data display, and conclusion drawing. The findings reveal that the implementation of the cue method in Qur'an memorization for deaf students is carried out through four main stages: instructional preparation and planning, provision of learning facilities and supporting media, implementation of the cue-based memorization method, and continuous monitoring and evaluation of students’ progress. The effectiveness of this method is supported by several factors, including strong institutional commitment to inclusive education, structured learning schedules, adaptive teaching strategies, and adequate psychological and physiological support for students. However, several challenges were identified, particularly variations in students’ cognitive abilities and learning attitudes, as well as limited parental and community involvement in supporting the memorization process. These findings highlight the importance of adaptive pedagogical approaches in Qur'anic education for students with hearing impairments and demonstrate the potential of cue-based methods in supporting inclusive religious learning environments.

Qur’anic education plays a vital role in shaping human religiousity, including for persons with disabilities who often face limited access to the law, public policy, and common, inclusive religious learning. The goal of this study is to describe the process of internalizing Qur’anic values among people with disabilities and to analyze the role of the RUDEKA Community in Jombang in supporting this process. This research uses a qualitative case-study approach to examine the RUDEKA Community in Jombang City. Data were collected through interviews with 2 (two) community founders, volunteers, and persons with disabilities who are members of the community, observations, and documentation of various community activities. Research findings reveal that Qur’anic values such as ṣabr (patience), syukr (gratitude), muhasabat al-nafs (self-awareness), Musyawarah (deliberation), ta‘awun (mutual help), al-musawat (egalitarianism), and ukhuwah Islamiyah are internalized through artistic expression, spiritual reflection, and participatory learning. These processes strengthen self-confidence, mental resilience, self-acceptance, spiritual independence, and social solidarity among persons with disabilities. The study concludes that collaboration between communities, persons with disabilities, volunteers, families, and Islamic educational institutions is essential to implement inclusive and humanistic Qur’anic education for persons with disabilities.

The techniques of talaqqi and musyafahah are fundamental approaches in the realm of Qur’anic education, concentrating on the authoritative and direct manner of delivering recitation. However, contemporary studies frequently limit their examination of these methods to their technical aspects and practical educational outcomes. This study aims to investigate the talaqqi and musyafahah techniques within the context of teaching the reading and writing of the Qur’an, utilizing a library research method grounded in a narrative literature review format. Data was collected from both historical and contemporary sources, which consisted of Qur’anic exegeses, hadith collections, turath literature, and relevant scholarly journal articles. The collected information was analyzed utilizing content analysis and thematic analysis techniques. The results suggest that talaqqi and musyafahah serve not just as practical teaching techniques but also as strategies rooted in deep theological and knowledge-based principles, which are evident in how the Qur’an was revealed and in the educational methods used by the Prophet Muhammad. The combination of recitation, documentation, ethical learning, and spiritual refinement (tazkiyah an-nafs) establishes these techniques as comprehensive teaching methods. This research aids in broadening the conceptual framework of Qur’anic education by emphasizing the importance of talaqqi and musyafahah in modern Islamic education, especially in preserving recitation accuracy, cultivating Islamic character development, and ensuring the ongoing transmission of scholarship.

Inclusive Qur’anic education demands pedagogical approaches that respond to the diverse cognitive, emotional, and sensory characteristics of children with special needs, as conventional memorization models often emphasize technical accuracy while overlooking how the Qur’an is experienced and embodied in daily learning. This study examines Qur’anic memorization as a lived religious practice through the implementation of the Tajdied Method at Mumtaz Elementary School, Sidoarjo. Using a qualitative case study design, data were collected through classroom observations, in-depth interviews with Qur’an teachers, inclusive facilitators, and students, as well as institutional documentation. The data were analyzed thematically within a living Qur’an framework. The findings reveal that the Tajdied Method—integrating rhythmic movement, melodic recitation, and mnemonic reinforcement—encourages affective involvement and embodied engagement with the Qur’an. Memorization is thus positioned not merely as a cognitive achievement but as an emotionally mediated and socially situated religious experience. Learning outcomes varied, influenced by attention span, sensory sensitivity, emotional regulation, and teacher–student interaction. This study contributes to living Qur’an scholarship by reframing Qur’anic memorization among children with special needs as an experiential, contextual, and socially embedded religious practice.

In this paper, an accessible pipeline of automated teaching of the Quran to deaf and hard-of-hearing students is proposed based on the identification of Arabic Sign Language (ArSL) postures that match the words of S The piping includes an instructional method that is accessible to both deaf and hard-of-hearing students, necessitating the use of Arabic Sign Language postures to correspond to the words. A designed list of 2,054 labeled images was obtained with local institutions working with deaf users as guidance. In order to be linguistic and unambiguously semantically designated with Qur’anic terms, DIN 31,635 transliterations is used as a canonical internal representation of all class annotations, and Arabic forms are used to present them. Two complementary approaches are evaluated: (i) a pose-keypoint classification approach using MediaPipe features, trained with multilayer perceptron (MLP), support vector machine (SVM), and random forest (RF) classifiers; and (ii) an image-based model utilizing a ResNet50 backbone. Performance evaluation is conducted using an internal train/validation/test split and assessed based on accuracy, precision, recall, F1-score, confusion matrices, and ROC-AUC metrics. Within this evaluation framework, the ResNet50-based model achieves near-perfect performance, while the keypoint-based models also demonstrate high performance. Such results are limited to the dataset and the evaluation protocol that were adopted and cannot be generalized as performance guarantees. To this end, we explicitly note the following constraints: a single sutra, a small dataset size, the use of fixed frames instead of continuous signing (and co-articulation not modeled), the possibility of bias of the signers and regional variants, and low input of the lower-body landmarks due to framing. Future directions will include more generalization by signer-independent evaluation, extension to a wider range of sūrahs and ArSL variants, continuous sign-language recognition, and on-device real-time implementation of an inclusive Qur’anic education.

however, in the contemporary global context it faces serious challenges due to digitalization, globalization, and increasing cultural diversity. While traditional learning models emphasize sanad, talaqqi, and spiritual discipline, modern approaches increasingly adopt digital platforms and blended learning. This study aims to analyze and synthesize the development of Qur’anic learning models from a global perspective by examining the dialectical relationship between traditional and modern approaches in Eastern and Western contexts. This research employs a qualitative document-based method using narrative and comparative analysis of international journal articles, academic books, and research reports published between 2015 and 2025. The data were analyzed thematically through coding, categorization, and critical synthesis. The findings indicate that traditional models such as Baghdadiyah, Iqro’, Qira’ati, and talaqqi-musyafahah remain essential in preserving the authenticity of recitation and spiritual depth, while digital and hybrid models enhance accessibility, flexibility, and learner engagement. These findings confirm that the sustainability of Qur’anic education in the global era depends on the development of an integrative–hybrid model that balances spiritual continuity and pedagogical innovation.

Integration of Halal Tourism and Pesantren Empowerment in Community Service: A Model for Social and Spiritual Development. This community service program aims to develop a pesantren-based halal tourism model by establishing a professional social homestay at PPPA Raudhatul Jannah, Bantul. The initiative is strategically designed to enhance financial sustainability, enabling free Qur'anic education for underprivileged students and orphans. Utilising a participatory engagement approach, the program involves academics, administrators, and residents. Key implementation steps include homestay management assistance, integration of intensive tahfidz programs, and local economic empowerment through traditional halal culinary activities. Results indicate that the social homestay model serves as a viable, sustainable funding mechanism while strengthening the pesantren's role as an inclusive centre for da'wah and community empowerment. This integrated approach transforms the institution into a faith-based social enterprise. Furthermore, this model contributes to halal tourism grounded in spiritual values and fosters opportunities for international academic collaboration to support the broader dissemination of Islamic values.

This research aims to: (1) describe the principles of Islamic educational communication in Surah Luqman verses 12–19; (2) reveal the form of its implementation in the learning process at MAN Bontang; (3) analyze the challenges faced by teachers and schools in integrating Qur'anic communication principles; and (4) assess the impact of the application of these principles on the formation of students' religious character. The research uses a qualitative method with a case study approach. Primary data sources include madrasah heads, teachers, and students, while secondary data comes from school documents and archives. The research instrument is the researcher, supported by interview guides, observations, and documentation. Data were collected through in-depth interviews, participatory observations, and documentation studies, then analyzed using the Miles & Huberman model (data reduction, data presentation, conclusions/verification) and validated through triangulation. The results of the study show that the principle of communication of Islamic education in Surah Luqman verses 12–19 forms the religious character of students through the strengthening of monotheism, gratitude, respect for parents, amar ma'ruf nahi munkar, patience, and social ethics. Its application is carried out integratively through the communication pattern of qaulan (sadidan, balighan, layyinan, ma'rufan, kariman) by teachers as a moral example. The main challenges stem from internal factors of students and the influence of popular culture. As a result, students show spiritual awareness, moral discipline, social politeness, and responsible communication skills. This research confirms that Qur'anic education is able to form kamil people holistically in the modern era.

The study assessed the economic analysis of the medicinal plant market in the semi-arid zone of Nigeria. Data for this research was collected using a well-structured questionnaire which was administered to two hundred and seventy (270) respondents. A multi-stage sampling technique was used for this study, in the first stage, eight markets were purposively selected from urban (5) and peri-urban (3) markets. In the second stage, thirty (30) respondents were selected from each market and thirty of the itinerants from the urban markets. Data obtained was analysed descriptively/inferentially using tables, frequencies and percentages. The result revealed that, male (90%) were the major actors and 10% for female, 42.2% of medicinal plants marketers were within the age range of 31-40 years, 88.9% were married with household size of 1-10 persons The study revealed 60% with Qur’anic education, majority of respondents (87.78) had medicinal plants marketing as their occupation. Respondents (58.51%) had 6-15 years of traditional medicinal experience, (68.15%) sourced their medicinal plants from wholesalers, disposed to individual consumers (50%) and had 148.81HerfindahlHirschman Index (HHI). Multiple determinations of coefficient (R2) were quite high (0.7193) and sales with a positive regression coefficient (.3160587) and significant level at 1% was the active determinant of profit in the MPs business. The concentration is very low with high completion, lack of standard price, high rate of deforestation, unsustainable harvesting techniques and insecurity are the major constraints. Uniform and standard price is recommended in the business of MPs in semi-arid zone of Nigeria.

Contemporary Islamic education in Indonesia faces a critical challenge: students master Qur'anic recitation technically but struggle to comprehend, internalize, and apply Qur'anic values in daily life, reflecting a problematic textual-contextual dichotomy in pedagogical practice. This study addresses this gap by developing an Integrated Tilawah Framework-a transformative model of Qur'anic literacy-through thematic analysis of tilawah interpretations across five authoritative tafsir works (Al-Tabari, Ibn Kathir, Al-Qurtubi, Al-Mishbah, Al-Azhar) using Braun & Clarke's Methodology. Analysis of two key verses (Q.S. Al Baqarah:121; Al-Muzzammil:4) identified four integrated dimensions: Authentic Transmission Preservation (16.7%), Deep Meaning Comprehension (41.7%), Spiritual Value Internalization (16.7%), and Transformative Practical Application (25.0%). The framework demonstrates substantial synergy with Paulo Freire's critical literacy theory and Ron Miller's holistic education, offering a paradigm shift from technical-passive toward transformative-active Qur'anic engagement. This synthesis of classical Islamic hermeneutics with contemporary critical pedagogy provides educators a comprehensive, culturally-rooted blueprint for curriculum development in Islamic educational contexts. Expert judgment validation is recommended to confirm implementation feasibility. The findings reveal four core themes: authentic transmission preservation, deep meaning comprehension, spiritual value internalization, and transformative practical application. These themes are synthesized into a hierarchical and cyclical framework that reconceptualizes tilawah as transformative Qur'anic literacy rather than mere recitation. Globally, this framework offers a theoretically grounded and pedagogically operational model that contributes to discussions on religious literacy, critical pedagogy, and holistic education. It provides a transferable reference for Qur'anic education across diverse cultural contexts, promoting faith-based learning that is intellectually rigorous, spiritually meaningful, and socially transformative.

Inter-Qur’anic Education Center (Taman Pendidikan Al-Qur’an/TPA) competition activities represent a form of student community service in the fields of education and religion. Low levels of Islamic religious literacy and limited communication skills among children in TPA remain prevalent, particularly with regard to basic understanding of Islamic teachings, social relationships, and interpersonal interaction. These conditions are closely related to the continued use of conventional and less varied learning methods. This community service program was implemented through inter-TPA competition activities aimed at strengthening children’s Islamic religious literacy, fostering social interaction, and enhancing communication between students (santri) and instructors (ustadz). The program employed a participatory and collaborative approach, implemented through several stages, including planning, coordination with TPA administrators, execution of competition activities, and evaluation of outcomes. Data were collected through observation, discussion, and documentation, while data analysis was conducted using a qualitative descriptive method. The results indicate that the program successfully increased children’s motivation to learn Islamic teachings, strengthened solidarity among TPAs, and fostered Islamic values among participants. Therefore, inter-TPA competition activities can be considered an effective method for strengthening Islamic religious literacy and improving children’s communication skills.

Islamic education is deeply rooted in Qur'anic education, which serves as its philosophical foundation, motivating Muslims to engage in the study and memorization of the Qur'an. This paper explores the educational philosophy of TGH. Musthofa Umar Abdul Aziz, a renowned cleric in Lombok and beyond, known for founding the Al-Aziziyah Islamic Boarding School, a center for Qur'anic memorization. Through a qualitative library research approach, the study analyzes TGH. Musthofa's writings and related literature, drawing on perspectives from psychology, sociology, and education. The findings reveal that his Qur'anic education system emphasizes cultivating a generation with a clear understanding of the Qur'an, detailed hadiths, and the practiced sunnah. His educational philosophy starts with memorization, progressing to scholarly development. The educator's role is to guide students who learn to read, memorize, understand, and apply the Qur'an, using methods like Iqro for reading and Talaqqi for memorization. The curriculum and evaluation processes are designed to achieve these objectives, ensuring that Qur'anic education fosters both intellectual and spiritual growth.

This study investigates the effectiveness of Qur’anic teachers in delivering instruction to learners across various age groups within formal Islamic educational institutions. The research is motivated by the absence of standardized professional criteria for Qur’anic educators, which has contributed to inconsistent teaching practices, instructional challenges, and varying interpretive outcomes among students. The study aims to (1) identify the key factors that influence Qur’anic teachers’ performance and (2) explore the strategies implemented by school leaders to enhance instructional quality. Using a qualitative design, data were gathered through interviews, classroom observations, and document analysis involving Qur’anic teachers, students, and institutional administrators. The credibility of the data was strengthened through prolonged engagement, persistent observation, and methodological triangulation. The findings indicate that effective Qur’anic teaching performance is demonstrated through strong content mastery, the application of appropriate pedagogical strategies, and the ability to address students’ inquiries using reliable scholarly sources. The study highlights the importance of clearly defined performance standards and targeted professional development initiatives in enhancing the overall quality of Qur’anic education.

This study aimed to develop and evaluate teaching materials for the Contemporary Qur'anic Teaching Methods course, using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The material was designed to address the lack of a primary reference resource for the course, aligning with the curriculum and competencies required for effective learning. Subject matter and media experts validated the content, confirming its academic rigor and visual appeal. The teaching material was trialed with students in both small-scale and large-scale settings, with positive feedback indicating high engagement and effectiveness in supporting student learning. The study found that the material successfully integrated contemporary pedagogical approaches with traditional Qur'anic teaching, enhancing both academic understanding and student engagement. Despite its success, the study highlighted areas for improvement, such as the incorporation of more multimedia elements and a larger, more diverse sample for future trials. The findings suggest that modernizing Qur'anic education through innovative teaching materials can significantly improve learning outcomes, offering a model for the development of similar resources in Islamic studies. This research contributes to the growing body of work aimed at integrating contemporary teaching methods into religious education and offers valuable insights for educators seeking to enhance their instructional practices in Qur'anic studies.

Qur’anic education in Islamic boarding schools does not merely emphasize memorization achievements, but also requires leadership that is capable of fostering discipline, role modeling, and sustained spiritual commitment among students. In this context, charismatic leadership plays a strategic role in shaping students’ attitudes, motivation, and consistency throughout the Tahfidz Al-Qur’an process. This study aims to describe the implementation of charismatic leadership in enhancing the success of the Tahfidz Al-Qur’an program at Pondok Pesantren Putri Hafidzul Qur’an Gresik. This research adopts a qualitative approach with a case study design. The research subjects include the pesantren leader (ibu Nyai), male and female teachers (ustadz and ustadzah), and female students (santriwati). Data were collected through participatory observation, in-depth interviews, and documentation studies. The data were analyzed interactively through data reduction, data display, and conclusion drawing in order to obtain a comprehensive and contextual understanding of leadership implementation. The findings indicate that the charismatic leadership of the ibu Nyai is implemented through intensive direct engagement, personal communication, and exemplary conduct in religious practices and discipline. This approach contributes to increased consistency (istiqamah) among students in conducting muroja’ah and maintaining their memorization. Furthermore, the success of the Tahfidz program is not solely supported by memorization targets, but is also strengthened by complementary educational programs, such as the study of classical Islamic texts, which deepen students’ understanding of the meanings of the memorized verses. The implementation of charismatic leadership thus contributes to shaping students who are not only strong in Qur’anic memorization, but also possess moral and intellectual readiness to face contemporary challenges.

A curriculum, understood as a structured plan encompassing learning objectives, content, methods, and assessment, serves as a foundational framework for directing educational processes. This study aims to examine the four main components of the Qur’anic curriculum to formulate a comprehensive and relevant learning framework. The research employs library research through the analysis of scholarly sources related to curriculum development and Qur’anic education. The findings show that the objectives of the Qur’anic curriculum extend beyond reading and memorization to include comprehension of meaning, internalization of Qur’anic values, and their application in daily life. In terms of content and methods, Qur’anic learning may be implemented through traditional approaches such as talaqqi and modern approaches including technology-based learning, integrated thematic instruction, tahsin, tilawah, gradual memorization, and tadabbur. Assessment is conducted continuously through oral and written tests, reading performance, and observation of students’ spiritual attitudes. The discussion highlights the importance of integrating textual mastery with character building. This study recommends that future research develop Qur’anic curriculum models that are adaptive to contemporary developments, including the use of digital technology and contextual learning approaches.