SINTA

0.0

Impact

Scholar

11

H-Index

Jurnal Pendidikan Agama Islam Indonesia (JPAII)

an Open Access Journal

Strengthening Aqidah Learning through Ruqyah Syar’iyah Extracurricular Activities: A Case Study at Nurul Azhar Islamic Boarding School

Zakiah Darsiah
Universitas Islam Negeri Alauddin Makassar ROR
Indonesia
zakiahdarsiah@gmail.com
Munawir
Universitas Islam Negeri Alauddin Makassar ROR
Indonesia
Share

  • Purpose of the study: This study aims to examine the strengthening of aqidah learning through Ruqyah Syar’iyah extracurricular activities at Pondok Pesantren Nurul Azhar, Kabupaten Sidenreng Rappang. It specifically investigates the implementation of aqidah learning, the implementation of Ruqyah Syar’iyah activities, and their contribution to students’ understanding and practice of aqidah values.

    Methodology: A qualitative research approach with a case study design was employed at Pondok Pesantren Nurul Azhar, Kabupaten Sidenreng Rappang. Data were collected from teachers, activity supervisors, students, and relevant pesantren documents through direct observation, semi-structured interviews, and documentation. The researcher served as the primary instrument, supported by observation and interview guidelines. Data were analyzed using data condensation, data display, and conclusion drawing and verification, with source and technique triangulation applied to establish trustworthiness.

    Main Findings: The findings show that aqidah learning was implemented through formal instruction and religious activities. Ruqyah Syar’iyah was conducted as a structured extracurricular activity involving Qur’anic recitation, supplication, dhikr, guidance, and student participation. The activity strengthened experiential aqidah learning by reinforcing tauhid, tawakkal, prayer, patience, sincerity, and avoidance of practices contrary to Islamic monotheism. The activity complemented formal learning by connecting theological knowledge with practical religious experience.

    Novelty/Originality of this study: This study positions Ruqyah Syar’iyah not primarily as a therapeutic or spiritual healing practice, but as an extracurricular educational activity for strengthening aqidah learning in a pesantren. Its originality lies in demonstrating how formal aqidah concepts can be connected with direct religious experience through structured guidance, participation, and habituation, particularly in developing tauhid and related Islamic values.

  • How to cite

    [1]
    “Strengthening Aqidah Learning through Ruqyah Syar’iyah Extracurricular Activities: A Case Study at Nurul Azhar Islamic Boarding School”, J. Pend. A. Isl. Ind, vol. 7, no. 5, pp. 349–360, Oct. 2026, doi: 10.37251/jpaii.v7i5.3887.

    More Citation Formats

  • 24
    Abstract views
    8
    Downloads

    Metrics — Badges

    1. [1] A. BinTaleb, “Learning about Islam and Islamic civilisation through a webquest: perspectives from pupils and their teacher,” Br. J. Relig. Educ., vol. 43, no. 2, pp. 218–227, Apr. 2021, doi: 10.1080/01416200.2020.1735997.
    2. [2] M. Omar et al., “Factors affecting the effectiveness of ‘ruqyah’ treatment among Muslim community in Malaysia,” J. Spiritual. Ment. Heal., vol. 27, no. 2, pp. 202–221, Apr. 2025, doi: 10.1080/19349637.2024.2338839.
    3. [3] D. I. A. Putra, U. Farida, D. Sartika, A. Kasdi, and S. Handayani, “Quranic mental health amidst pandemic: a cultural-hermeneutic reading to the Salawat community in Indonesia,” Ment. Health. Relig. Cult., vol. 26, no. 1, pp. 1–15, Jan. 2023, doi: 10.1080/13674676.2021.2009787.
    4. [4] J. Metcalfe and D. Moulin-Stożek, “Religious education teachers’ perspectives on character education,” Br. J. Relig. Educ., vol. 43, no. 3, pp. 349–360, Jul. 2021, doi: 10.1080/01416200.2020.1713049.
    5. [5] J. Kolb, “Muslim diversity, religious formation and Islamic religious education. Everyday practical insights into Muslim parents’ concepts of religious education in Austria,” Br. J. Relig. Educ., vol. 45, no. 2, pp. 172–185, Apr. 2023, doi: 10.1080/01416200.2021.1911787.
    6. [6] N. Chanifah, Y. Hanafi, C. Mahfud, and A. Samsudin, “Designing a spirituality-based Islamic education framework for young muslim generations: a case study from two Indonesian universities,” High. Educ. Pedagog., vol. 6, no. 1, pp. 195–211, Jan. 2021, doi: 10.1080/23752696.2021.1960879.
    7. [7] M. H. Tuna, “The professionalisation of Islamic religious education teachers,” Br. J. Relig. Educ., vol. 44, no. 2, pp. 188–199, Apr. 2022, doi: 10.1080/01416200.2021.1999905.
    8. [8] E. Suresman, A. Faqihuddin, Jenuri, and M. Abdullah, “From sorogan to digital learning: a systematic literature network analysis of pesantren learning models,” Cogent Educ., vol. 12, no. 1, pp. 1–19, Dec. 2025, doi: 10.1080/2331186X.2025.2580776.
    9. [9] M. Kosim, F. Muqoddam, F. Mubarok, and N. Q. Laila, “The dynamics of Islamic education policies in Indonesia,” Cogent Educ., vol. 10, no. 1, Dec. 2023, doi: 10.1080/2331186X.2023.2172930.
    10. [10] M. Mukhibat, M. Effendi, W. H. Setyawan, and M. Sutoyo, “Development and evaluation of religious moderation education curriculum at higher education in Indonesia,” Cogent Educ., vol. 11, no. 1, pp. 1–7, Dec. 2024, doi: 10.1080/2331186X.2024.2302308.
    11. [11] M. Zembylas, “Decolonising religious education through the prism of affect theory: analytical perspectives for approaching Islamophobia in curriculum and pedagogy,” Br. J. Relig. Educ., vol. 45, no. 1, pp. 3–13, Jan. 2023, doi: 10.1080/01416200.2022.2042672.
    12. [12] A. Bukhori Muslim, J. Arroisi, J. M. Jan, and R. Ramazani, “Indonesian pesantren -affiliated higher education: universal Islamic values to develop locally engaged but globally oriented multilingual graduates,” Res. Post-Compulsory Educ., vol. 29, no. 1, pp. 138–157, Jan. 2024, doi: 10.1080/13596748.2023.2285633.
    13. [13] A. G. Kjelling and S. Markeng, “‘Because I have knowledge’: young Muslims’ experiences of moving between the mosque and the public school,” Br. J. Relig. Educ., vol. 48, no. 4, pp. 499–512, Oct. 2026, doi: 10.1080/01416200.2025.2524035.
    14. [14] A. Kimanen, “Privileged and non-privileged agencies – education about, into and with social justice in religious education classrooms,” Br. J. Relig. Educ., vol. 45, no. 3, pp. 277–287, Jul. 2023, doi: 10.1080/01416200.2022.2086103.
    15. [15] N. Putkonen, S. Poulter, and A. Kallioniemi, “Learning with(in) religious tradition. Navigating the existential in Islamic religious education,” Br. J. Relig. Educ., vol. 1, no. 1, pp. 1–20, Jun. 2025, doi: 10.1080/01416200.2025.2508488.
    16. [16] Ju’subaidi, A. Mujahidin, I. Abdullah, and A. Choirul Rofiq, “Students’ critical awareness of the internet and social media use as resources for Islamic learning in Indonesian public senior high schools,” Br. J. Relig. Educ., vol. 47, no. 2, pp. 140–155, Apr. 2025, doi: 10.1080/01416200.2024.2368888.
    17. [17] M. F. Genç and A. H. M. E. Uddin, “The model of religious education in today’s secular and multicultural societies – Post-Confessional Inclusivist Religious Education (PCIRE),” Br. J. Relig. Educ., vol. 45, no. 2, pp. 127–137, Apr. 2023, doi: 10.1080/01416200.2022.2122934.
    18. [18] R. A. Bowie, F. Panjwani, and K. Clemmey, “A meta approach to texts in religious education: researching teachers’ engagement with sacred text scholarship in English secondary schools,” Br. J. Relig. Educ., vol. 44, no. 3, pp. 271–280, Apr. 2022, doi: 10.1080/01416200.2022.2054773.
    19. [19] J. McDonnell, “RE teachers and the shifting landscape of values education in England,” Br. J. Relig. Educ., vol. 45, no. 3, pp. 228–239, Jul. 2023, doi: 10.1080/01416200.2023.2207209.
    20. [20] A. Wright and E. Wright, “Religious education and worldview theory,” Br. J. Relig. Educ., vol. 46, no. 1, pp. 4–13, Jan. 2024, doi: 10.1080/01416200.2023.2252190.
    21. [21] C. Gladovic, J. H.-M. Tai, and P. Dawson, “Qualitative approaches to researching evaluative judgement in pedagogical activities: a case study,” Assess. Eval. High. Educ., vol. 47, no. 2, pp. 231–244, Feb. 2022, doi: 10.1080/02602938.2021.1901854.
    22. [22] J. Gaddefors and J. Cunningham, “Anatomy of a qualitative methods section: embracing the researcher as an engaged author,” Entrep. Reg. Dev., vol. 36, no. 5–6, pp. 561–576, May 2024, doi: 10.1080/08985626.2024.2315156.
    23. [23] A. Hammer, “Addressing controversial issues in religious education by enacting and rehearsing democracy through Forum Theatre: student perspectives,” Br. J. Relig. Educ., vol. 45, no. 4, pp. 404–414, Oct. 2023, doi: 10.1080/01416200.2023.2177256.
    24. [24] K. A. Tamminen, A. Bundon, B. Smith, M. H. McDonough, Z. A. Poucher, and M. Atkinson, “Considerations for making informed choices about engaging in open qualitative research,” Qual. Res. Sport. Exerc. Heal., vol. 13, no. 5, pp. 864–886, Sep. 2021, doi: 10.1080/2159676X.2021.1901138.
    25. [25] Suhayib and M. F. Ansyari, “Design of Islamic Religious Education: Purposes, alignment of curriculum components and contexts,” Br. J. Relig. Educ., vol. 45, no. 4, pp. 382–393, Oct. 2023, doi: 10.1080/01416200.2023.2220940.
    26. [26] B. A. Rukiyanto, T. K. Christiani, and S. Almirzanah, “Religious education to develop respect for plurality in Indonesia,” J. Beliefs Values, vol. 46, no. 2, pp. 365–380, Apr. 2025, doi: 10.1080/13617672.2024.2308982.
    27. [27] H. Marshall, “Reimagining religious education: integrating ethnographic and anthropological perspectives,” Br. J. Relig. Educ., vol. 46, no. 4, pp. 534–548, Oct. 2024, doi: 10.1080/01416200.2024.2373778.
    28. [28] P. Hannam, “Teaching religious education as if the world mattered,” Br. J. Relig. Educ., vol. 46, no. 3, pp. 245–256, Jul. 2024, doi: 10.1080/01416200.2024.2333002.
    29. [29] M. Gabet, A. Duhoux, V. Ridde, K. Zinszer, L. Gautier, and P.-M. David, “How Did an Integrated Health and Social Services Center in the Quebec Province Respond to the COVID-19 Pandemic? A Qualitative Case Study,” Heal. Syst. Reform, vol. 9, no. 2, pp. 1–10, Jun. 2023, doi: 10.1080/23288604.2023.2186824.
    30. [30] G. Macleod, “Realist triadic interviews: enhancing narrative co-construction in educational research,” Int. J. Res. Method Educ., vol. 49, no. 3, pp. 315–332, May 2026, doi: 10.1080/1743727X.2026.2643871.
    31. [31] J. Liu, “Experiencing classical art through virtual reality storytelling: a qualitative case study of Rembrandt VR,” New Rev. Hypermedia Multimed., vol. 1, no. 2, pp. 1–20, Aug. 2026, doi: 10.1080/13614568.2026.2718769.