https://jurnal.uin-antasari.ac.id/index.php/adzka/issue/feedAl-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah2026-02-16T23:33:54+00:00Dr. Makherus Sholeh, M.Pd.I[email protected]Open Journal Systems<p><strong>Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah</strong> is an academic, multi-disciplinary, peer-reviewed, open-access journal that is online and published two times a year. Al-Adzka aims to provide a platform for publishing the most advanced high-quality research at the Elementary Education/Madrasah Ibtidaiyah level. Al-Adzka provides immediate open access to its content on the principle of making research freely available to the public to support a greater global knowledge exchange. </p> <p><strong>Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah</strong> is published by the Department of Madrasah Ibtidaiyah Teacher Education, Faculty of Tarbiyah and Teacher Training, UIN Antasari Banjarmasin in collaboration with Indonesian Islamic Elementary Education Lecturers Association <a href="https://ppj-pgmi.adpgmiindonesia.com/wp/wp-content/uploads/2023/08/Asosiasi-PD-PGMI.pdf">(PD-PGMI Indonesia),</a> Indonesian PGMI Journal Management Association <a href="https://ppj-pgmi.adpgmiindonesia.com/wp/peta-jurnal-pgmi/">(PPJ-PGMI Indonesia)</a> and <a href="https://pdtii.org/kolaborasi-jurnal/">Association of Islamic Education Lecturers in Indonesia</a> <a href="https://drive.google.com/file/d/1deqQUvkgc59j39CJQZVdmOokU23h3jZ3/view?usp=sharing">(PDTII)</a>. Publishing twice a year, in <strong>January-June</strong> and <strong>July-December</strong>, already have a registration number p-ISSN: <a href="https://issn.brin.go.id/terbit/detail/1316397609">2088-9801</a> and e-ISSN: <a href="https://issn.brin.go.id/terbit/detail/1493873239">2597-937X</a>. DOI Prefix: <a href="https://search.crossref.org/search/works?q=Al-Adzka%3A++Jurnal+Ilmiah+Pendidikan+Guru+Madrasah+Ibtidaiyah&from_ui=yes">10.18592/aladzkapgmi</a></p> <p><strong>Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah</strong> has been accredited <strong><a href="https://sinta.kemdikbud.go.id/journals/profile/6403#!">SINTA 3</a> </strong><strong>on December 30th, 2022, by the Indonesia Ministry of Research, Technology and Higher Education (RistekDikti) of The Republic of Indonesia as aK Dirjen No. 230/E/KPT/2022</strong>) and <strong><a href="https://drive.google.com/file/d/1KFm8s7rAyDq40eZ1pHDE6ZkR2gE2xqVA/view">Certified</a></strong> and effective until 2026.</p>https://jurnal.uin-antasari.ac.id/index.php/adzka/article/view/19940The Complementary Roles of Qur'an Education Center and Elementary Schools in Strengthening Islamic Religious Education2026-01-20T09:48:23+00:00Nabilah Safira Salamat[email protected]Agus Fakhruddin[email protected]Mokh. Iman Firmansyah[email protected]Abdillah Muflih[email protected]<p>Islamic Religious Education (PAI) in elementary schools faces a specific problem: learning is predominantly cognitive and classroom-based, resulting in weak habituation and limited translation of religious knowledge into daily behavior. Existing studies broadly examine PAI within formal schooling or analyze Qur'an-based non-formal institutions (TPA) independently, leaving a gap in understanding how TPA functions as a complementary institution that holistically strengthens PAI learning. This study aims to analyze the complementary contribution of TPA to elementary PAI learning outcomes across cognitive, psychomotor, and affective domains. A descriptive qualitative methodology was employed using an analytical framework grounded in the three core domains of PAI. Data were collected through triangulation of documents, semi-structured interviews, and observations involving 17 participants, including TPA administrators, teachers, elementary PAI teachers, and students active in both institutions. The findings reveal three analytical patterns: (1) cognitively, TPA reinforces conceptual understanding through memorization repetition, tajwid mastery, and enrichment of Qur'an, aqidah, fiqh, akhlak, and Islamic history; (2) psychomotorically, TPA strengthens religious skills through systematic worship practices and experiential activities; and (3) affectively, TPA cultivates religious attitudes and character through structured habituation and teacher modeling. This study contributes to PAI scholarship by conceptualizing TPA as a strategic complementary institution that bridges the gap between religious knowledge and lived religious practice.</p>2026-02-16T00:00:00+00:00Copyright (c) 2026 Nabilah Safira Salamat, Agus Fakhruddin, Mokh. Iman Firmansyah, Abdillah Muflih