Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah https://jurnal.uin-antasari.ac.id/index.php/adzka <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&amp;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> Departemen Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari Banjarmasin en-US Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah 2088-9801 <p>Authors who publish with this journal agree to the following terms:</p> <ul> <li>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a href="https://creativecommons.org/licenses/by/4.0/">Creative Commons Attribution 4.0 International</a> that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</li> </ul> <ul> <li>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</li> </ul> <ul> <li>Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.</li> </ul> The Complementary Roles of Qur'an Education Center and Elementary Schools in Strengthening Islamic Religious Education https://jurnal.uin-antasari.ac.id/index.php/adzka/article/view/19940 <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> Nabilah Safira Salamat Agus Fakhruddin Mokh. Iman Firmansyah Abdillah Muflih Copyright (c) 2026 Nabilah Safira Salamat, Agus Fakhruddin, Mokh. Iman Firmansyah, Abdillah Muflih https://creativecommons.org/licenses/by/4.0 2026-02-16 2026-02-16 16 1 1 15 10.18592/aladzkapgmi.v16i1.19940