Idarah Tarbawiyah: Journal of Management in Islamic Education
Idarah Tarbawiyah: Journal of Management in Islamic Education, (2723-5386: online media): is a double-blind review scientific periodical journal published by the Master of Islamic Education Study Program at the Postgraduate School of Ibn Khaldun University, Bogor. This journal dedicated to publishing scientific articles in the study of Islamic Education management from different aspects and perspectives. It distributes its articles six times a year. We invite authors to submit articles in the fields of education management, educational plans, organizing education, education, leadership, education, education management, development of teaching materials and curriculum. Journal title : Idarah Tarbawiyah: Journal of Management in Islamic Education Initials : ITJMIE Frequency : 6 issues per year (February, April, June, August, October, December) DOI : 10.32832 EISSN : 2723-5386 Publisher : LPPM & Program Studi Magister Pendidikan Agama Islam Sekolah Pascasarjana, Universitas Ibn Khaldun Bogor Citation Analysis : SINTA , Garuda, Dimensions, Google Scholar, Moraref , ROAD, ScienceGate, Crossref
Program Studi Magister Pendidikan Agama Islam
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Integrasi keterampilan abad 21 (4C) dalam pembelajaran PAI: Strategi guru dalam membangun karakter adaptif dan religius
Moral degradation and ethical erosion in the digital era necessitate a realignment between technical competence and spiritual maturity in education. This study aims to analyze strategies for integrating 21st-century skills (the 4Cs: Critical Thinking, Creativity, Collaboration, and Communication) into Islamic Religious Education (PAI) to foster student character that is adaptive yet deeply religious. Employing a descriptive qualitative design with a case study approach, this research involved three PAI teachers at a State Junior High School in Bandung. Data were collected through in-depth interviews and document analysis of Deep Learning-based teaching modules, then analyzed using thematic and content analysis techniques. The findings reveal the phenomenon of "Competence Islamization" as a primary pedagogical strategy. Specifically, Critical Thinking is internalized as the capacity for Tabayyun (verification) to filter hoaxes; Creativity is realized through the utilization of AI for digital Syiar (propagation); Collaboration functions as a mechanism of Ta'awun (mutual assistance) in Quranic literacy; and Communication is framed by the principle of Qaulan Ma'rufan(honorable speech) to maintain digital etiquette. This study concludes that PAI serves not merely to transfer religious knowledge but acts as an ethical foundation that frames students' global competencies. The implications of this study offer a practical model for educators to bridge the gap between digital literacy and moral integrity through meaningful and reflective learning approaches. Abstrak Degradasi moral dan erosi etika di era digital menuntut penyelarasan kembali antara kompetensi teknis dan kematangan spiritual dalam pendidikan. Studi ini bertujuan untuk menganalisis strategi integrasi keterampilan abad ke-21 (4C) Critical Thinking, Creativity, Collaboration, Communication ke dalam pembelajaran Pendidikan Agama Islam (PAI) guna membentuk karakter siswa yang adaptif namun tetap religius. Menggunakan desain kualitatif deskriptif dengan pendekatan studi kasus, penelitian ini melibatkan tiga guru PAI di salah satu SMP Negeri di Kota Bandung. Data dikumpulkan melalui wawancara mendalam dan analisis dokumen Modul Ajar berbasis Deep Learning, kemudian dianalisis menggunakan teknik analisis tematik dan isi. Hasil penelitian mengungkapkan fenomena "Islamisasi Kompetensi" sebagai strategi pedagogis utama. Temuan menunjukkan bahwa Critical Thinking diinternalisasi sebagai kemampuan Tabayyun untuk memfilter hoaks; Creativity diwujudkan melalui pemanfaatan AI untuk Syiar digital; Collaboration difungsikan sebagai mekanisme Ta'awun (tolong-menolong) dalam literasi Al-Qur'an; dan Communication dibingkai oleh prinsip Qaulan Ma'rufan untuk menjaga adab digital. Penelitian ini menyimpulkan bahwa PAI tidak hanya berperan mentransfer pengetahuan agama, tetapi bertindak sebagai fondasi etis yang membingkai kompetensi global siswa. Implikasi studi ini menawarkan model praktis bagi pendidik dalam menjembatani kesenjangan antara literasi digital dan integritas akhlak melalui pendekatan pembelajaran yang bermakna dan reflektif.
Copyright (c) 2026 Syifa Fatihatul Mubarokah, Wawan Hermawan, Nurti Budiyanti https://creativecommons.org/licenses/by-sa/4.0
Transformasi pembelajaran Pendidikan Agama Islam melalui media digital di Sekolah Menengah Kejuruan
Advancements in digital technology have driven significant changes in school education methods, including the subject of Islamic Religious Education (Pendidikan Agama Islam or PAI) at the Vocational High School (Sekolah Menengah Kejuruan or SMK) level. The characteristics of the student body, which is dominated by Generation Z and Generation Alpha, necessitate innovative learning methods that are adaptive to technological developments. The objective of this study is to investigate the transformation of PAI learning methods resulting from the utilization of digital media at SMK Batik 2 Surakarta, specifically focusing on the improvement of student engagement, material comprehension, and learning efficiency. In this study, a qualitative method was employed to collect data through interviews with PAI teachers. The data were analyzed descriptively through the processes of reduction, display, and conclusion drawing. The results indicate that the use of digital media such as visual presentations, instructional videos, audio-visual media, and digital-based educational games enhanced student response and engagement in PAI learning. Digital media proved effective in assisting students in understanding abstract PAI concepts, particularly regarding aspects of Aqidah (creed), Akhlak (morals/ethics), and Islamic history. Although the implementation of digital media continues to face technical constraints regarding facilities and infrastructure, PAI teachers have undertaken various efforts to ensure that learning remains effective. This study concludes that the utilization of digital media is capable of improving the quality of PAI learning at SMK Batik 2 Surakarta and requires support through adequate facilities as well as the continuous improvement of teacher competence. Abstrak Kemajuan teknologi digital telah mendorong perubahan besar dalam metode pendidikan sekolah, termasuk mata pelajaran Pendidikan Agama Islam (PAI) di jenjang sekolah menengah kejuruan. Karakteristik peserta didik yang didominasi oleh generasi Z dan generasi Alfa menuntut adanya inovasi metode pembelajaran yang adaptif terhadap perkembangan teknologi. Tujuan dari penelitian ini adalah untuk menyelidiki perubahan metode pembelajaran PAI yang dihasilkan dari penggunaan media digital di SMK Batik 2 Surakarta, khususnya dengan fokus pada peningkatan keaktifan siswa, pemahaman materi, dan efisiensi pembelajaran. Dalam penelitian ini, metode kualitatif digunakan untuk mengumpulkan data dengan melakukan wawancara dengan guru PAI. Data dianalisis secara deskriptif melalui proses reduksi, penyajian, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa penggunaan media digital, seperti presentasi visual, video pembelajaran, media audio-visual, dan permainan edukatif berbasis digital, meningkatkan respons dan keterlibatan siswa dalam pembelajaran PAI. Media digital terbukti membantu siswa dalam memahami materi PAI yang bersifat abstrak, terutama pada aspek akidah, akhlak, dan kisah-kisah keislaman. Meskipun implementasi media digital masih menghadapi kendala teknis terkait sarana dan prasarana, guru PAI melakukan berbagai upaya untuk memastikan pembelajaran tetap berjalan efektif. Penelitian ini menyimpulkan bahwa pemanfaatan media digital mampu meningkatkan kualitas pembelajaran PAI di SMK Batik 2 Surakarta dan perlu didukung dengan fasilitas yang memadai serta peningkatan kompetensi guru secara berkelanjutan.
Copyright (c) 2026 Fauziah Verawati, Triono Ali Mustofa https://creativecommons.org/licenses/by-sa/4.0
Internalisasi nilai harapan: Strategi integratif guru PAI dalam mengembangkan kultur sekolah berbasis karakter di Sekolah Dasar Negeri
Character education in elementary schools often remains mere administrative jargon due to the gap between ideal school visions and actual classroom practices. This study aims to explore the internalization strategy of the "HARAPAN" school vision into Islamic Religious Education (PAI) learning to bridge this gap. Employing a qualitative case study design at a public elementary school in Bandung, this study collected data through in-depth interviews and participant observation, validated through source triangulation, and analyzed using Miles, Huberman, and Saldaña’s interactive model (data condensation, data display, and verification). The results demonstrate that value internalization was successfully achieved through a "Hybrid Approach" synergizing school rituals with creative teaching methods. While "Harmonious" and "Religious" values were deeply embedded through social engineering, this study reveals a critical failure in internalizing the "Amanah" (responsibility) value. A "moral knowing-doing gap" was observed, where students understood obligations but failed to execute them without supervision. This study concludes that macro-level school culture does not automatically shape micro-level independence without measurable behavioral conditioning. Abstrak Pendidikan karakter di sekolah dasar sering kali terjebak pada jargon administratif akibat kesenjangan antara visi ideal sekolah dan praktik nyata di kelas. Penelitian ini bertujuan mengeksplorasi strategi internalisasi visi sekolah "HARAPAN" (Harmonis, Aktif, Religius, Amanah, Peduli, Aman, Nyaman) ke dalam pembelajaran Pendidikan Agama Islam (PAI) guna menjembatani kesenjangan tersebut. Menggunakan desain studi kasus kualitatif di sebuah SDN di Bandung, data dikumpulkan melalui wawancara mendalam dan observasi partisipatif, divalidasi melalui triangulasi sumber, serta dianalisis menggunakan model interaktif Miles, Huberman, dan Saldaña yang meliputi kondensasi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa internalisasi nilai berhasil dicapai melalui "Pendekatan Hibrida" yang menyinergikan ritual sekolah dengan metode kreatif guru. Nilai "Harmonis" dan "Religius" tertanam kuat melalui rekayasa sosial, namun ditemukan kegagalan kritis pada internalisasi nilai "Amanah" (tanggung jawab). Terjadi fenomena moral knowing-doing gap, di mana siswa memahami kewajiban namun gagal melaksanakannya tanpa pengawasan. Studi ini menyimpulkan bahwa budaya sekolah makro tidak serta-merta membentuk karakter mandiri tanpa adanya pengkondisian perilaku yang terukur.
Copyright (c) 2026 Melinda Khaila Nurfadilla Tjian, Udin Supriadi, Kokom Siti Komariah https://creativecommons.org/licenses/by-sa/4.0
Pembiasaan tadarus dan peningkatan kemampuan membaca Al-Qur’an siswa SMA
This study aims to determine the effect of the habit of tadarus Al-Qur'an on the ability to read the Qur'an of class XI D1 students of SMAN 3 Bogor City. With the background of the low ability to read the Qur'an among students even though tadarus activities have been implemented regularly at school. The method used in this study is a quantitative method with a correlational approach. The data collection technique was carried out through questionnaires distributed to 34 Muslim students from class XI D1 as research samples. The results of the study showed that there was a positive and significant influence between the habit of tadarus Al-Qur'an on students' ability to read the Qur'an. This is evidenced by the results of a simple regression test which showed a significance value of 0.000 (<0.05), and a coefficient of determination value of 71.5%, which means that the habit of tadarus Al-Qur'an makes a major contribution to students' ability to read the Qur'an. Thus, the habit of Quranic recitation has been proven effective in improving Quranic reading skills, particularly in terms of fluency, accuracy of Tajweed, letter pronunciation, and tartil. The results of this study are expected to provide input for schools and teachers in improving religious programs in educational settings. Abstrak Penelitian ini bertujuan untuk mengetahui pengaruh pembiasaan tadarus Al-Qur’an terhadap kemampuan membaca Al-Qur’an siswa kelas XI D1 SMAN 3 Kota Bogor. Dengan Latar Belakang rendahnya kemampuan membaca Al-Qur’an di kalangan pelajar meskipun telah diterapkan kegiatan tadarus secara rutin di sekolah. Metode yang digunakan dalam penelitian ini adalah metode kuantitatif dengan pendekatan korelasional. Teknik pengumpulan data dilakukan melalui angket yang disebarkan kepada 34 siswa beragama Islam dari kelas XI D1 sebagai sampel penelitian. Hasil penelitian menunjukkan bahwa terdapat pengaruh positif dan signifikan antara pembiasaan tadarus Al-Qur’an terhadap kemampuan membaca Al-Qur’an siswa. Hal ini dibuktikan dengan hasil uji regresi sederhana yang menunjukkan nilai signifikansi sebesar 0,000 (< 0,05), serta nilai koefisien determinasi sebesar 71,5%, yang berarti pembiasaan tadarus Al-Qur’an memberikan kontribusi besar terhadap kemampuan membaca Al-Qur’an siswa. Dengan demikian, pembiasaan tadarus Al-Qur’an terbukti efektif dalam meningkatkan kemampuan membaca Al-Qur’an, terutama dalam hal kelancaran, ketepatan tajwid, makhrajul huruf, dan tartil. Hasil penelitian ini diharapkan dapat menjadi masukan bagi sekolah dan guru dalam meningkatkan program keagamaan di lingkungan pendidikan.
Copyright (c) 2026 Gina Amalia Iklima Annur, Andri Ardiansyah, Hafiz Taqwa https://creativecommons.org/licenses/by-sa/4.0
Pengaruh literasi digital terhadap profesionalisme guru Sekolah Dasar
The rapid development of information technology requires teachers to possess adequate digital literacy competencies to support their professional performance in the learning process. This study aims to analyze the effect of digital literacy on the professionalism of public elementary school teachers in Purwodadi District. This research employed a quantitative approach using a survey method. The population consisted of public elementary school teachers in Purwodadi District, with 220 teachers selected as respondents. Data were collected through a validated and reliable questionnaire and analyzed using simple linear regression. The findings reveal that digital literacy has a positive and significant effect on teacher professionalism. This indicates that the higher the teachers’ ability to access, understand, evaluate, and utilize digital technology, the higher their level of professionalism in planning, implementing, and evaluating learning activities. The study confirms that digital literacy is a strategic factor in strengthening teacher professionalism in the era of educational transformation. Therefore, sustainable digital competency development programs are essential to improve the quality of elementary education. Abstrak Perkembangan teknologi informasi yang pesat mengharuskan guru memiliki kompetensi literasi digital yang memadai untuk mendukung kinerja profesional mereka dalam proses pembelajaran. Penelitian ini bertujuan untuk menganalisis pengaruh literasi digital terhadap profesionalisme guru sekolah dasar negeri di Kabupaten Purwodadi. Penelitian ini menggunakan pendekatan kuantitatif dengan metode survei. Populasi penelitian terdiri dari guru sekolah dasar negeri di Kabupaten Purwodadi, dengan 220 guru dipilih sebagai responden. Data dikumpulkan melalui kuesioner yang telah tervalidasi dan terpercaya, dan dianalisis menggunakan regresi linier sederhana. Hasil penelitian menunjukkan bahwa literasi digital memiliki pengaruh positif dan signifikan terhadap profesionalisme guru. Hal ini menunjukkan bahwa semakin tinggi kemampuan guru dalam mengakses, memahami, mengevaluasi, dan memanfaatkan teknologi digital, semakin tinggi pula tingkat profesionalisme mereka dalam merencanakan, melaksanakan, dan mengevaluasi kegiatan pembelajaran. Penelitian ini menegaskan bahwa literasi digital merupakan faktor strategis dalam memperkuat profesionalisme guru di era transformasi pendidikan. Oleh karena itu, program pengembangan kompetensi digital yang berkelanjutan sangat penting untuk meningkatkan kualitas pendidikan dasar.
Copyright (c) 2026 Rizki Kurnia Dewi, Nurkolis, Ngurah Ayu Nyoman Murniati https://creativecommons.org/licenses/by-sa/4.0
Peran komunikasi interpersonal ustadzah dalam membentuk self concept santri di pondok pesantren
This study aims to examine the role of interpersonal communication by ustadzah (female Islamic teachers) in shaping the self-concept of students (santri) at Nurul Furqon 1 Islamic Boarding School in Cibinong. The background of this research stems from the lack of effective communication between ustadzah and santri, which negatively impacts the development of self-concept and learning motivation among students. The study employs a qualitative approach with a descriptive method. Data were collected through observation, in-depth interviews, and documentation. The findings reveal that the interpersonal communication established by ustadzah, such as emotional approaches, empathy, and openness, has a significant impact on building a positive self-concept among the students. The role of the ustadzah as an educator, parental figure, and spiritual mentor greatly contributes to fostering students' self-confidence, emotional comfort, and motivation to remain and grow within the pesantren environment. Abstrak Penelitian ini bertujuan untuk mengetahui peran komunikasi interpersonal ustadzah dalam membentuk self-concept (konsep diri) santri di Pondok Pesantren Nurul Furqon 1 Cibinong. Latar belakang penelitian ini muncul dari permasalahan kurangnya komunikasi yang efektif antara ustadzah dan santri, yang berdampak pada lemahnya pembentukan self-concept dan motivasi belajar santri. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Teknik pengumpulan data dilakukan melalui observasi, wawancara mendalam, dan dokumentasi. Hasil penelitian menunjukkan bahwa komunikasi interpersonal yang dibangun ustadzah, seperti pendekatan emosional, empati, dan keterbukaan, memiliki pengaruh signifikan terhadap pembentukan self-concept positif pada santri. Peran ustadzah sebagai pendidik, pengganti orang tua, dan pembimbing spiritual berkontribusi besar dalam membentuk kepercayaan diri, kenyamanan emosional, serta motivasi santri untuk bertahan dan berkembang di lingkungan pesantren.
Copyright (c) 2026 Siti Mawarda Alzamaya, Rahmatul Husni, Rofi’ah https://creativecommons.org/licenses/by-sa/4.0
Kontribusi kondusivitas lingkungan bahasa (bi'ah lughawiyah) terhadap tingkat motivasi intrinsik belajar bahasa Arab siswa
This research is motivated by the low intrinsic motivation of students in learning Arabic, which remains a problem in both formal and non-formal educational institutions. One of the factors believed to influence this condition is the suboptimal conduciveness of the language environment (Bi'ah Lughawiyah) as a means of communicative and functional learning. A learning environment that doesn't naturally incorporate language practice makes students view Arabic as a theoretical subject that is less relevant to daily life, thus reducing their intrinsic motivation to learn. This study aims to analyze the contribution of the language environment's conduciveness to students' intrinsic motivation in learning Arabic. The research uses a quantitative approach with a correlational design. The research subjects consisted of 30 Arabic language students at the Darul Lughoh Al Arabiyyah Dormitory in the Darussalam Blokagung Islamic Boarding School, Banyuwangi, selected using a simple random sampling technique. Data analysis was performed using the One-Sample Kolmogorov–Smirnov normality test and regression analysis using IBM SPSS 26. The research results show that the data is normally distributed and the regression model is significant. A correlation coefficient of 0.785 indicates a strong and positive relationship, while an R-squared value of 0.616 shows that 61.6% of intrinsic motivation is influenced by the linguistic environment. This finding confirms the importance of a conducive language environment in enhancing students' intrinsic motivation to learn Arabic. Abstrak Penelitian ini dimotivasi oleh rendahnya motivasi intrinsik siswa dalam belajar bahasa Arab, yang masih menjadi masalah baik di lembaga pendidikan formal maupun non-formal. Salah satu faktor yang diyakini mempengaruhi kondisi ini adalah kurangnya kondusif lingkungan bahasa (Bi'ah Lughawiyah) sebagai sarana pembelajaran komunikatif dan fungsional. Lingkungan belajar yang tidak secara alami menggabungkan praktik bahasa membuat siswa memandang bahasa Arab sebagai mata pelajaran teoretis yang kurang relevan dengan kehidupan sehari-hari, sehingga mengurangi motivasi intrinsik mereka untuk belajar. Penelitian ini bertujuan untuk menganalisis kontribusi kondusif lingkungan bahasa terhadap motivasi intrinsik siswa dalam belajar bahasa Arab. Penelitian ini menggunakan pendekatan kuantitatif dengan desain korelasional. Subjek penelitian terdiri dari 30 siswa Bahasa Arab di Asrama Darul Lughoh Al Arabiyyah di Pondok Pesantren Darussalam Blokagung, Banyuwangi, yang dipilih menggunakan teknik pengambilan sampel acak sederhana. Analisis data dilakukan menggunakan uji normalitas Kolmogorov-Smirnov Satu Sampel dan analisis regresi menggunakan IBM SPSS 26. Hasil penelitian menunjukkan bahwa data terdistribusi normal dan model regresi signifikan. Koefisien korelasi sebesar 0,785 menunjukkan hubungan yang kuat dan positif, sedangkan nilai R-squared sebesar 0,616 menunjukkan bahwa 61,6% motivasi intrinsik dipengaruhi oleh lingkungan linguistik. Temuan ini menegaskan pentingnya lingkungan bahasa yang kondusif dalam meningkatkan motivasi intrinsik siswa untuk belajar bahasa Arab.
Copyright (c) 2026 Siti Chisbiyatul Fitriyah, Ilham Nur Kholiq https://creativecommons.org/licenses/by-sa/4.0
Integrasi ekoteologi dan kurikulum cinta dalam pendidikan agama Islam madrasah untuk penguatan etika lingkungan siswa
This study aims to describe the forms of integration of ecotheology and the Love-Based Curriculum in Islamic Religious Education (PAI) learning, the process of fostering students’ environmental ethics, and the impacts of this integration on students’ environmental ethics at MI Nurul-Islam Banyuputih Kidul. The study employed a descriptive qualitative approach with a case study design. Data were collected through observations, interviews with the head of the madrasah, teachers, and students, as well as documentation studies. Data analysis was conducted through data reduction, data display, and drawing conclusions, while data validity was ensured through source and technique triangulation.The results show that the integration of ecotheology and the Love-Based Curriculum is implemented by linking aqidah and akhlaq materials with human responsibility as khalifah, instilling the values of love, care, and compassion, and habituating environmentally responsible behavior in learning activities and students’ daily routines. The process of fostering environmental ethics is carried out gradually through teacher role modeling, routine class duties, collective clean-up activities, plant care, and the reinforcement of theological meaning that caring for the environment is part of worship. This integration has a positive impact on increasing students’ awareness, responsibility, and concern for the school environment. Abstrak Penelitian ini bertujuan mendeskripsikan bentuk integrasi ekoteologi dan Kurikulum Berbasis Cinta dalam pembelajaran Pendidikan Agama Islam (PAI), proses penumbuhan etika lingkungan siswa, serta dampaknya terhadap etika lingkungan siswa di MI Nurul-Islam Banyuputih Kidul. Penelitian menggunakan pendekatan kualitatif deskriptif dengan desain studi kasus. Data diperoleh melalui observasi, wawancara dengan kepala madrasah, guru, dan siswa, serta studi dokumentasi. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan, dengan keabsahan data dijaga melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa integrasi ekoteologi dan Kurikulum Berbasis Cinta dilaksanakan melalui pengaitan materi akidah dan akhlak dengan tanggung jawab manusia sebagai khalifah, penanaman nilai cinta, kepedulian, dan kasih sayang, serta pembiasaan perilaku menjaga lingkungan dalam kegiatan pembelajaran dan aktivitas harian. Proses penumbuhan etika lingkungan berlangsung secara bertahap melalui keteladanan guru, pembiasaan piket, kerja bakti, perawatan tanaman, dan penguatan makna teologis bahwa menjaga lingkungan merupakan bagian dari ibadah. Integrasi tersebut berdampak positif terhadap meningkatnya kesadaran, tanggung jawab, dan kepedulian siswa terhadap lingkungan sekolah.
Copyright (c) 2026 Novia Ulfiani, Erlin Indaya Ningsih https://creativecommons.org/licenses/by-sa/4.0
Manajemen kegiatan siswa SMP dalam penguatan pendidikan karakter mandiri
The issue of students’ independence remains an important concern in the field of education. Schools do not only function to deliver knowledge but also play a role in shaping character through various student activities. Therefore, well-directed management of student activities becomes an important strategy to foster independent character. The purpose of this study is to understand the concept of independence according to Maria Montessori, describe activity management at SMP Al-Amanah Al-Gontory, and formulate a model for strengthening independent character based on Montessori values. The research employed a qualitative descriptive approach using interviews, observation, and documentation. Data analysis was conducted through reduction, presentation, and conclusion drawing. The findings reveal that Montessori views independence as an innate potential that needs to be facilitated through a supportive environment, practical life activities, and freedom of choice with responsibility. SMP Al-Amanah Al-Gontory has implemented POAC management (Planning, Organizing, Actuating, Controlling) in programs such as Leader of the Day, Market Day, and scouting activities. The results show improvements in students' self-regulation, responsibility, and self-confidence. This study recommends involving students in activity planning, strengthening partnerships with parents, and arranging a physical environment that supports independent exploration. Abstrak Permasalahan kemandirian peserta didik masih menjadi perhatian penting dalam dunia pendidikan. Sekolah tidak hanya berfungsi menyampaikan pengetahuan, tetapi juga membentuk karakter melalui berbagai kegiatan siswa. Karena itu, pengelolaan kegiatan peserta didik yang terarah menjadi strategi penting untuk menumbuhkan karakter mandiri. Tujuan dari penelitian ini adalah memahami konsep kemandirian menurut Maria Montessori, mendeskripsikan manajemen kegiatan di SMP Al-Amanah Al-Gontory, serta merumuskan model penguatan karakter mandiri berbasis nilai-nilai Montessori. Penelitian menggunakan pendekatan kualitatif deskriptif dengan teknik wawancara, observasi, dan dokumentasi. Analisis data dilakukan melalui reduksi, penyajian, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa Montessori memandang kemandirian sebagai potensi bawaan yang perlu difasilitasi melalui lingkungan yang mendukung, kegiatan kehidupan praktis, dan kebebasan memilih. SMP Al-Amanah Al-Gontory telah menerapkan manajemen POAC (perencanaan, pengorganisasian, pelaksanaan, pengawasan) dalam program seperti Leader of the Day, Market Day, dan pramuka. Temuan menunjukkan peningkatan kemampuan regulasi diri, tanggung jawab, dan kepercayaan diri siswa. Penelitian merekomendasikan pelibatan siswa dalam perencanaan kegiatan, penguatan kemitraan dengan orang tua, serta penataan lingkungan yang mendukung eksplorasi mandiri.
Copyright (c) 2026 Agus Triyanto https://creativecommons.org/licenses/by-sa/4.0
Pengaruh penggunaan media interaktif wordwall terhadap peningkatan hasil belajar Pendidikan Agama Islam siswa
This study aims to determine the effect of using interactive media based on Wordwall games on student learning outcomes in Islamic Religious Education (PAI) at SMP PGRI Bogor. The background of this study is the low interest and motivation of students in participating in theoretical PAI lessons. The use of interactive media such as Wordwall is expected to significantly improve student engagement, motivation, and learning outcomes.The research method used was quantitative with a quasi-experimental approach. The study subjects consisted of two classes: an experimental class using Wordwall media and a control class using conventional methods. The instruments used in this study were learning outcome tests, observations, and documentation. Data analysis used a t-test to determine differences in learning outcomes between the two groups.The results showed a significant improvement in student learning outcomes in the experimental class. Wordwall media proved effective in improving student understanding of PAI material, making learning more engaging and interactive. Therefore, interactive Wordwall media can be used as an alternative learning medium to improve the quality of religious education in schools. Abstrak Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan media interaktif berbasis games Wordwall terhadap hasil belajar siswa pada mata pelajaran Pendidikan Agama Islam (PAI) di SMP PGRI Bogor. Latar belakang penelitian ini adalah rendahnya minat dan motivasi siswa dalam mengikuti pelajaran PAI yang bersifat teoritis. Penggunaan media interaktif seperti Wordwall diharapkan dapat meningkatkan keaktifan, motivasi, dan hasil belajar siswa secara signifikan. Metode penelitian yang digunakan adalah kuantitatif dengan pendekatan quasi eksperimen. Subjek penelitian terdiri dari dua kelas, yaitu kelas eksperimen yang menggunakan media Wordwall dan kelas kontrol yang menggunakan metode konvensional. Instrumen yang digunakan dalam penelitian ini berupa tes hasil belajar, observasi, dan dokumentasi. Analisis data menggunakan uji-t untuk melihat perbedaan hasil belajar antara kedua kelompok. Hasil penelitian menunjukkan bahwa terdapat peningkatan signifikan dalam hasil belajar siswa di kelas eksperimen. Media Wordwall terbukti efektif dalam meningkatkan pemahaman siswa terhadap materi PAI, karena pembelajaran menjadi lebih menarik dan interaktif. Oleh karena itu, media interaktif Wordwall dapat dijadikan alternatif media pembelajaran dalam meningkatkan kualitas pendidikan agama di sekolah.
Copyright (c) 2026 Nabila Azhary, Muhyani https://creativecommons.org/licenses/by-sa/4.0
Implementasi penilaian berbasis portofolio digital dalam pembelajaran privat bahasa Arab
This study aims to explore the implementation of digital portfolios in enhancing Arabic language skills among Madrasah Ibtidaiyah students in a private tutoring context at Global Learning Course. Employing a qualitative case study design, the research investigates how digital portfolio-based assessment documents students’ holistic learning progress, including cognitive, affective, psychomotor, and metacognitive domains. The participants consisted of students and Arabic language tutors who had engaged in digital portfolio practices for at least one semester. Data were collected through classroom observations, in-depth interviews, and analysis of students’ digital portfolios. The findings reveal that digital portfolios effectively visualize students’ learning progress and contribute to increased motivation, self-confidence, and active engagement. Moreover, this approach shifts assessment practices from product-oriented to process-oriented evaluation, providing a more authentic and comprehensive understanding of student development. Digital portfolios also support personalized learning and facilitate communication among tutors, students, and parents. However, their successful implementation depends on tutors’ pedagogical and digital competencies as well as the availability of time for meaningful feedback. Abstrak Penelitian ini bertujuan untuk mengkaji penerapan portofolio digital dalam meningkatkan keterampilan bahasa Arab di kalangan siswa Madrasah Ibtidaiyah dalam konteks bimbingan belajar swasta di Global Learning Course. Dengan menggunakan desain studi kasus kualitatif, penelitian ini menyelidiki bagaimana penilaian berbasis portofolio digital mendokumentasikan kemajuan belajar siswa secara holistik, termasuk dalam domain kognitif, afektif, psikomotorik, dan metakognitif. Peserta penelitian terdiri dari siswa dan tutor bahasa Arab yang telah terlibat dalam praktik portofolio digital selama setidaknya satu semester. Data dikumpulkan melalui observasi kelas, wawancara mendalam, dan analisis portofolio digital siswa. Temuan menunjukkan bahwa portofolio digital secara efektif memvisualisasikan kemajuan belajar siswa dan berkontribusi pada peningkatan motivasi, kepercayaan diri, serta keterlibatan aktif. Selain itu, pendekatan ini mengubah praktik penilaian dari orientasi hasil menjadi orientasi proses, sehingga memberikan pemahaman yang lebih otentik dan komprehensif tentang perkembangan siswa. Portofolio digital juga mendukung pembelajaran yang dipersonalisasi dan memfasilitasi komunikasi antara tutor, siswa, dan orang tua. Namun, keberhasilan implementasinya bergantung pada kompetensi pedagogis dan digital tutor serta ketersediaan waktu untuk memberikan umpan balik yang bermakna.
Copyright (c) 2026 Fitry Laily, Ro’fat Hizmatul Himmah https://creativecommons.org/licenses/by-sa/4.0
Pengaruh karakter guru pendidikan agama Islam terhadap semangat belajar siswa
This study aims to examine the influence of Islamic Education (PAI) teachers' character on students' learning enthusiasm at SMK Budiniah. Islamic Education plays a strategic role in shaping students' character and morals. However, low student motivation towards PAI subjects remains a common issue. One suspected contributing factor is the character of the teachers, who serve as direct role models during the learning process. This research employs a quantitative approach with an associative survey method. Data were collected through questionnaires and documentation, involving a population of 206 students and a sample of 104 students selected using purposive sampling techniques. The research instrument's validity and reliability were tested using SPSS. The results indicate a significant influence of PAI teachers' character on students' learning enthusiasm at SMK Budiniah. Teachers with good character traits such as honesty, trustworthiness, fairness, and the ability to build effective communication and exemplary behavior can positively enhance students’ motivation and learning enthusiasm. These findings underscore the importance of teachers' character in supporting an effective learning process, particularly in religious education. Therefore, strengthening teachers' character is a crucial aspect in efforts to improve the quality of PAI education in vocational high schools. Abstrak Penelitian ini bertujuan untuk mengetahui pengaruh karakter guru Pendidikan Agama Islam (PAI) terhadap semangat belajar siswa di SMK Budiniah. Pendidikan Agama Islam memiliki peran strategis dalam membentuk karakter dan moral peserta didik. Namun, rendahnya semangat belajar siswa terhadap mata pelajaran PAI masih menjadi permasalahan yang sering ditemui. Salah satu faktor yang diduga berpengaruh adalah karakter guru yang menjadi teladan langsung bagi siswa dalam proses pembelajaran. Penelitian ini menggunakan pendekatan kuantitatif dengan metode survei asosiatif. Data dikumpulkan melalui kuesioner dan dokumentasi, dengan populasi sebanyak 206 siswa dan sampel sebanyak 104 siswa yang ditentukan melalui teknik purposive sampling. Instrumen penelitian diuji validitas dan reliabilitasnya menggunakan SPSS. Hasil penelitian menunjukkan bahwa terdapat pengaruh yang signifikan antara karakter guru PAI terhadap semangat belajar siswa di SMK Budiniah. Karakter guru yang baik seperti jujur, amanah, adil, serta mampu membangun komunikasi dan keteladanan yang baik mampu meningkatkan motivasi dan semangat belajar siswa secara positif. Temuan ini menegaskan pentingnya peran karakter guru dalam menunjang proses pembelajaran yang efektif, khususnya dalam pendidikan agama. Oleh karena itu, penguatan karakter guru menjadi aspek krusial dalam upaya meningkatkan kualitas pembelajaran PAI di sekolah menengah kejuruan.
Copyright (c) 2026 Diego Irfana Diazhady, Muhamad Azhar Alwahid, Andestend https://creativecommons.org/licenses/by-sa/4.0
Pendekatan deep learning sebagai strategi untuk meningkatkan keterlibatan aktif siswa dalam pembelajaran PAI
This study aims to analyze the application of deep learning approaches in Islamic Religious Education (IRE) and its impact on students' active engagement in cognitive, affective, and spiritual aspects. This study uses a qualitative approach with a phenomenological type conducted at SMAN 2 Bondowoso. The research subjects included IRE teachers and 11th grade students selected through purposive sampling. Data were collected through observation, in-depth interviews, and documentation, then analyzed using the Miles, Huberman, and Saldana model combined with the Braun and Clarke thematic analysis model. The results showed that the application of deep learning through the Problem-Based Learning strategy was able to significantly increase student active engagement, as indicated by increased participation in discussions, courage to express opinions, critical thinking skills, and reflection on Islamic values in daily life. This approach not only strengthened students' conceptual understanding but also encouraged a more meaningful internalization of spiritual values. These findings confirm that deep learning is an effective learning strategy for building holistic student engagement in Islamic Religious Education. Abstrak Penelitian ini bertujuan untuk menganalisis penerapan pendekatan deep learning dalam pembelajaran Pendidikan Agama Islam (PAI) serta dampaknya terhadap keterlibatan aktif siswa pada aspek kognitif, afektif, dan spiritual. Penelitian ini menggunakan pendekatan kualitatif dengan jenis fenomenologi yang dilaksanakan di SMAN 2 Bondowoso. Subjek penelitian meliputi guru PAI dan siswa kelas XI yang dipilih secara purposive sampling. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi, kemudian dianalisis menggunakan model Miles, Huberman, dan Saldana yang dipadukan dengan model analisis tematik Braun dan Clarke. Hasil penelitian menunjukkan bahwa penerapan deep learning melalui strategi Problem Based Learning mampu meningkatkan keterlibatan aktif siswa secara signifikan, ditandai dengan meningkatnya partisipasi dalam diskusi, keberanian mengemukakan pendapat, kemampuan berpikir kritis serta refleksi nilai-nilai keislaman dalam kehidupan sehari-hari. Pendekatan ini tidak hanya memperkuat pemahaman konseptual siswa, tetapi juga mendorong internalisasi nilai spiritual secara lebih bermakna. Temuan ini menegaskan bahwa deep learning merupakan strategi pembelajaran yang efektif untuk membangun keterlibatan siswa secara holistik dalam pembelajaran PAI.
Copyright (c) 2026 Ismi Zahrotul Jannah, Agus Fawait https://creativecommons.org/licenses/by-sa/4.0
Pengaruh kepemimpinan kepala sekolah terhadap kinerja guru SD Di Kecamatan Brati Kabupaten Grobogan
Teacher performance is a crucial indicator in improving the quality of primary education. The 2025 Education Report data show that 34.48% of public elementary schools in Brati District fall into the low category in the learning quality dimension. Supervision reports also indicate that 53% of teachers have incomplete learning administration and 65% have not implemented varied teaching methods. These conditions are presumably related to suboptimal principal leadership, particularly in supervision, innovation, and motivation functions. This study aims to analyze the effect of principal leadership on teacher performance in public elementary schools in Brati District, Grobogan Regency. This research employed a quantitative approach using a survey method. The population consisted of elementary school teachers in Brati District, with samples selected through proportional random sampling. Data were collected using validated and reliable questionnaires and analyzed using simple linear regression. The results indicate that principal leadership has a positive and significant effect on teacher performance. The more effective the principal’s leadership, the higher the teacher performance. This study emphasizes the strategic role of principals as supervisors, motivators, and innovators in improving teacher performance. Abstrak Kinerja guru merupakan indikator penting dalam peningkatan mutu pendidikan dasar. Data Rapor Pendidikan Tahun 2025 menunjukkan bahwa 34,48% Sekolah Dasar di Kecamatan Brati berada pada kategori kurang dalam dimensi kualitas pembelajaran. Selain itu, hasil supervisi menunjukkan 53% guru belum melengkapi administrasi pembelajaran dan 65% belum menggunakan metode pembelajaran yang variatif. Kondisi tersebut diduga berkaitan dengan kepemimpinan kepala sekolah yang belum optimal, terutama dalam fungsi supervisi, inovasi, dan pemberian motivasi. Penelitian ini bertujuan untuk menganalisis pengaruh kepemimpinan kepala sekolah terhadap kinerja guru Sekolah Dasar di Kecamatan Brati Kabupaten Grobogan. Penelitian ini menggunakan pendekatan kuantitatif dengan metode survei. Populasi penelitian adalah guru Sekolah Dasar di Kecamatan Brati, dengan teknik pengambilan sampel menggunakan proportional random sampling. Pengumpulan data dilakukan melalui kuesioner yang telah diuji validitas dan reliabilitasnya. Data dianalisis menggunakan regresi linear sederhana. Hasil penelitian menunjukkan bahwa kepemimpinan kepala sekolah berpengaruh positif dan signifikan terhadap kinerja guru. Semakin efektif kepemimpinan kepala sekolah, semakin tinggi pula kinerja guru. Penelitian ini menegaskan pentingnya peran kepala sekolah sebagai supervisor, motivator, dan inovator dalam meningkatkan kinerja guru di sekolah dasar.
Copyright (c) 2026 Nur Kamidah; Ghufron Abdullah, Lilik Ariyanto https://creativecommons.org/licenses/by-sa/4.0
Implementasi supervisi melalui pendekatan deep learning dalam meningkatkan kompetensi pedagogik guru PAI
This study analyzes the implementation of academic supervision through a Deep Learning approach in enhancing the pedagogical competence of Islamic Religious Education (PAI) teachers at SDN 224 Palembang. The background of this research is the gap between the demands of 21st-century pedagogical competence and the reality of supervision practices that remain conventional and administrative in elementary schools. The study aims to describe PAI teachers' pedagogical competence, analyze the Deep Learning approach in supervision, and examine its implementation to enhance pedagogical competence. Using a descriptive qualitative approach with a case study design, data were collected through non-participant observation, in-depth interviews, and documentation analysis. The findings reveal three main themes. First, PAI teachers' pedagogical competence is still dominated by conventional methods with minimal technology integration, while academic supervision focuses on administrative compliance without reflective feedback. Second, the Deep Learning approach is understood as a framework for analyzing learning depth including question quality, cognitive interaction, and value contextualization yet remains unimplemented in supervision instruments. Third, Deep Learning-based supervision has the potential to enhance pedagogical competence through data-driven feedback, but is constrained by technological infrastructure, teachers' digital literacy, administrative burden, and the absence of a pedagogical collaboration culture. This study implies the necessity of transforming the supervision paradigm from administrative to reflective-analytical, strengthening technology-based instructional leadership, and developing supervision instruments based on Deep Learning indicators. Abstrak Penelitian ini menganalisis implementasi supervisi akademik melalui pendekatan deep learning dalam meningkatkan kompetensi pedagogik guru Pendidikan Agama Islam (PAI) di SDN 224 Palembang. Latar belakang penelitian ini adalah kesenjangan antara tuntutan kompetensi pedagogik abad 21 dengan realitas praktik supervisi yang masih bersifat konvensional dan administratif di sekolah dasar. Penelitian bertujuan mendeskripsikan kompetensi pedagogik guru PAI, menganalisis pendekatan deep learning dalam supervisi, serta mengkaji implementasinya untuk peningkatan kompetensi pedagogik. Menggunakan pendekatan kualitatif deskriptif dengan studi kasus, data dikumpulkan melalui observasi non-partisipan, wawancara mendalam, dan analisis dokumentasi. Hasil penelitian mengungkap tiga temuan utama. Pertama, kompetensi pedagogik guru PAI masih didominasi metode konvensional dengan integrasi teknologi minimal, sementara supervisi akademik terfokus pada pemeriksaan administratif tanpa umpan balik reflektif. Kedua, pendekatan deep learning dipahami sebagai kerangka analisis kedalaman pembelajaran meliputi kualitas pertanyaan, interaksi kognitif, dan kontekstualisasi nilai namun belum terimplementasi dalam instrumen supervisi. Ketiga, implementasi supervisi berbasis deep learning berpotensi meningkatkan kompetensi pedagogik melalui umpan balik berbasis data, namun terkendala infrastruktur teknologi, literasi digital guru, beban administratif, dan minimnya budaya kolaborasi pedagogis. Penelitian ini mengimplikasikan perlunya transformasi paradigma supervisi dari administratif menuju reflektif-analitis, penguatan kepemimpinan pembelajaran berbasis teknologi, serta pengembangan instrumen supervisi berbasis indikator deep learning.
Copyright (c) 2026 Dedek Puji Lestari, Sayid Habiburrahman, Hoirul Amri, Suroso https://creativecommons.org/licenses/by-sa/4.0
Strategi guru Pendidikan Agama Islam dalam meningkatkan kemampuan membaca Al-Qur'an siswa SMP
This study examines Islamic Education teachers' strategies in overcoming difficulties in reading the Qur'an at SMP Negeri 1 Babat Toman, Musi Banyuasin Regency a school located in a disadvantaged, frontier, and outermost (3T) region with limited resources. Employing a qualitative case study approach, data were collected through participatory observation (10 sessions), in-depth interviews with the principal, Islamic Education teacher, and three students, as well as documentation. The findings reveal three main themes. First, students' difficulties are multidimensional: technical (makharijul huruf, basic tajwid, reading fluency) and psychological (shyness, fear of mistakes, academic anxiety), exacerbated by minimal prior Qur'anic education experience (>60% of students never attended TPQ) and lack of family support. Second, the teacher developed adaptive-differentiated strategies: grouping students based on initial ability levels, talaqqi method for personalized correction, peer tutoring, audio murottal media and interactive letter cards, as well as joyful learning approaches. Third, strategy effectiveness was supported by teacher commitment, creativity, and school support; yet hindered by time constraints, an unfavorable teacher-student ratio (1:546), lack of specific qira'ah training, and low parental involvement. Contextual and collaborative strategies proved effective in improving students' reading ability and self-confidence despite limitations. This study recommends strengthening teacher capacity, developing contextual learning media, and multi-stakeholder synergy for program sustainability. Abstrak Penelitian ini mengkaji strategi guru Pendidikan Agama Islam dalam mengatasi kesulitan membaca Al-Qur'an di SMP Negeri 1 Babat Toman, Kabupaten Musi Banyuasin sekolah di wilayah 3T dengan keterbatasan sumber daya. Menggunakan pendekatan kualitatif studi kasus, data dikumpulkan melalui observasi partisipatif (10 pertemuan), wawancara mendalam dengan kepala sekolah, guru PAI, dan tiga siswa, serta dokumentasi. Hasil penelitian menunjukkan tiga temuan utama. Pertama, kesulitan siswa bersifat multidimensi: teknis (makharijul huruf, tajwid dasar, kelancaran tartil) dan psikologis (rasa malu, takut salah, kecemasan akademik), diperparah oleh minimnya pengalaman belajar TPQ (>60% siswa) dan dukungan keluarga. Kedua, guru mengembangkan strategi adaptif-berdiferensiasi: pengelompokan berdasarkan kemampuan awal, metode talaqqi untuk koreksi personal, tutor sebaya, media audio murottal dan kartu huruf interaktif, serta pendekatan pembelajaran menyenangkan. Ketiga, efektivitas strategi didukung komitmen guru, kreativitas, dan dukungan sekolah; namun terhambat oleh keterbatasan waktu, rasio guru-siswa tidak ideal (1:546), minimnya pelatihan qira'ah, dan rendahnya keterlibatan orang tua. Strategi kontekstual dan kolaboratif terbukti efektif meningkatkan kemampuan membaca dan kepercayaan diri siswa meski dalam keterbatasan. Penelitian ini merekomendasikan penguatan kapasitas guru, pengembangan media kontekstual, dan sinergi multi pihak untuk keberlanjutan program.
Copyright (c) 2026 Susmiyati, Suroso, Haryadi, Sayid Habiburrahman https://creativecommons.org/licenses/by-sa/4.0
Implementasi layanan responsif bimbingan konseling Islam melalui konseling kelompok terhadap bullying
This descriptive qualitative study aims to describe the implementation of responsive Islamic Guidance and Counseling services through group counseling to address verbal bullying among junior high school students in Jakarta. The subjects included a guidance counselor and six students identified as engaging in bullying behavior. Data were collected through observation, interviews, documentation, and counseling progress notes. The implementation followed five stages: formation, transition, core activities, value reinforcement, and reflective closure. In this process, counselors applied an integrative approach combining Cognitive Behavior Therapy (CBT) with Ibn Miskawaih’s moral therapy. This integration utilized self-monitoring, cognitive restructuring, and behavioral rehearsal, synthesized with Islamic values, tazkiyatun nafs (soul purification), anger management, and the cultivation of noble character (akhlak). Following the intervention, students demonstrated significant positive behavioral changes, particularly in emotional control, increased empathy, and improved social relationships with peers. This study concludes that responsive Islamic Guidance and Counseling, utilizing an integrative CBT and Ibn Miskawaih framework, contributes effectively to eliminating bullying behavior among students. Abstrak Penelitian ini bertujuan untuk mendeskripsikan implementasi layanan responsif Bimbingan dan Konseling Islam melalui konseling kelompok dalam mengatasi perilaku perundungan verbal siswa SMP di Jakarta. Subjek penelitian terdiri dari guru BK dan enam siswa yang terindikasi melakukan perundungan. Data dikumpulkan melalui observasi, wawancara, dokumentasi, serta catatan perkembangan konseling. Proses pelaksanaan konseling kelompok mencakup tahap pembentukan, peralihan, kegiatan inti, penguatan nilai, dan penutup reflektif. Dalam praktiknya, guru BK menerapkan pendekatan integratif yang memadukan Cognitive Behavior Therapy (CBT) dengan terapi akhlak Ibnu Miskawaih. Integrasi ini dilakukan melalui teknik self-monitoring, restrukturisasi kognitif, dan latihan perilaku yang dikombinasikan dengan nilai Islami, tazkiyatun nafs, manajemen amarah, serta penanaman empati. Hasil penelitian menunjukkan adanya perubahan perilaku positif pada siswa, terutama dalam pengendalian emosi, peningkatan empati, dan perbaikan hubungan sosial. Penelitian ini menyimpulkan bahwa layanan Bimbingan dan Konseling Islam dengan pendekatan integratif CBT dan pemikiran Ibnu Miskawaih berkontribusi dalam mengeliminasi perilaku perundungan di lingkungan sekolah.
Copyright (c) 2026 Pipih Sopiah, Imas Kania Rahman, Ahmad https://creativecommons.org/licenses/by-sa/4.0
Optimalisasi keaktifan belajar melalui model pembelajaran SSCS: Eksperimentasi di SMA
Students’ learning activeness is one of the important indicators of the success of the learning process. However, the results of a preliminary study conducted at SMA Negeri 1 Jayapura, Ogan Komering Ulu Timur, indicate that the level of students’ learning activeness is still not optimal, particularly in the aspect of independently seeking information. This condition is caused by the learning process that still tends to be teacher-centered, resulting in limited student involvement in learning activities. This study aims to determine the effectiveness of the Search, Solve, Create, and Share (SSCS) learning model in improving students’ learning activeness in the subject of Islamic Religious Education. The study employed a quantitative approach using a quasi-experimental method with a post-test-only control group design. The sample consisted of 57 students divided into an experimental class and a control class. Data were collected through observation and a learning activeness questionnaire. The results of the instrument testing indicate that most of the statement items were valid, with a Cronbach’s Alpha reliability coefficient of 0.738, indicating a good level of reliability. The normality test using the Shapiro–Wilk test showed significance values of 0.126 for the experimental class and 0.776 for the control class (p > 0.05), indicating that the data were normally distributed, while the homogeneity test using Levene’s Test obtained a significance value of 0.061 (p > 0.05), indicating that the variances of the two groups were homogeneous. Furthermore, the results of the independent sample t-test showed a significance value of 0.000 < 0.05 with a t value of 7.406. Therefore, it can be concluded that the SSCS learning model is effective in improving students’ learning activeness in Islamic Religious Education learning at the senior high school level. Abstrak Keaktifan belajar peserta didik merupakan indikator penting dalam keberhasilan pembelajaran, namun di SMA Negeri 1 Jayapura Ogan Komering Ulu Timur masih belum optimal, terutama pada aspek mencari informasi secara mandiri. Hal ini disebabkan oleh proses pembelajaran yang masih cenderung berpusat pada guru sehingga keterlibatan siswa dalam kegiatan belajar menjadi terbatas. Penelitian ini bertujuan untuk mengetahui efektivitas model pembelajaran Search, Solve, Create, and Share (SSCS) terhadap keaktifan belajar peserta didik pada mata pelajaran Pendidikan Agama Islam. Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksperimen semu (quasi-experimental design) melalui desain post-test only control group. Sampel penelitian berjumlah 57 peserta didik yang terdiri dari kelas eksperimen dan kelas kontrol. Teknik pengumpulan data dilakukan melalui angket keaktifan belajar. Hasil uji instrumen menunjukkan bahwa sebagian besar butir pernyataan dinyatakan valid dengan nilai reliabilitas Cronbach Alpha sebesar 0,738 yang menunjukkan tingkat keandalan yang baik. Uji normalitas menggunakan Shapiro-Wilk menunjukkan nilai signifikansi 0,126 pada kelas eksperimen dan 0,776 pada kelas kontrol (p>0,05) sehingga data berdistribusi normal, sedangkan uji homogenitas menggunakan Levene Test memperoleh nilai signifikansi 0,061 (p>0,05) yang menunjukkan varians kedua kelompok homogen. Hasil uji independent sample t-test menunjukkan nilai signifikansi 0,000 < 0,05 dengan nilai t sebesar 7,406. Dengan demikian, dapat disimpulkan bahwa model pembelajaran SSCS efektif dalam meningkatkan keaktifan belajar peserta didik.
Copyright (c) 2026 Diana Fatkurohmah, A Gani, Didik Wahyudi https://creativecommons.org/licenses/by-sa/4.0
Efektivitas model pembelajaran CORE terhadap hasil belajar PAI dan budi pekerti
Islamic Religious Education (PAI) learning at the junior high school level should not merely focus on one-way content delivery but should also promote students’ conceptual understanding at the C2 cognitive level (understanding) as a foundation for higher-order thinking. However, learning outcomes remain low, as students have not been able to optimally internalize the material due to conventional & less interactive instructional practices. This study aims to analyze the effectiveness of the CORE (Connecting, Organizing, Reflecting, Extending) learning model in improving students’ learning outcomes in PAI. This study employed a quantitative approach using a quasi-experimental method with a post-test only control group design involving 60 students as research participants. Data were collected through a multiple-choice learning achievement test. The normality test results showed significance values of 0.081 & 0.158 (p > 0.05), while the homogeneity test yielded a significance value of 0.763 (p > 0.05), indicating that the data were normally distributed & homogeneous. The independent sample t-test revealed a significance value of 0.001 < 0.05 with t = 3.599, indicating a significant difference between the experimental & control groups, with higher learning outcomes observed in the experimental group. These findings imply that the CORE model is effective as a student-centered learning strategy that promotes active engagement, strengthens reflective processes, & assists students in constructing & reinforcing meaningful conceptual understanding. Abstrak Pembelajaran Pendidikan Agama Islam (PAI) di SMP idealnya tidak hanya berorientasi pada penyampaian materi satu arah, tetapi juga mendorong pemahaman konsep pada ranah kognitif C2 sebagai dasar berpikir tingkat tinggi, namun hasil belajar masih rendah karena peserta didik belum mampu menginternalisasi materi secara optimal akibat pembelajaran yang masih konvensional dan kurang interaktif. Penelitian ini bertujuan untuk menganalisis efektivitas model pembelajaran CORE (Connecting, Organizing, Reflecting, Extending) terhadap hasil belajar peserta didik pada mata pelajaran PAI. Penelitian ini menggunakan pendekatan kuantitatif dengan metode quasi-experimental melalui desain post-test only control group yang melibatkan 60 peserta didik sebagai sampel penelitian. Teknik pengumpulan data dilakukan melalui tes hasil belajar berbentuk pilihan g&a. Hasil uji normalitas menunjukkan nilai signifikansi 0,081 dan 0,158 (p>0,05), serta uji homogenitas sebesar 0,763 (p>0,05), sehingga data dinyatakan berdistribusi normal dan homogen. Hasil uji t menunjukkan nilai signifikansi 0,001 < 0,05 dengan t = 3,599, yang menunjukkan adanya perbedaan signifikan antara kelas eksperimen dan kelas kontrol, di mana hasil belajar peserta didik pada kelas eksperimen lebih tinggi. Temuan ini mengimplikasikan bahwa model CORE efektif digunakan sebagai strategi pembelajaran yang berpusat pada peserta didik yang mampu mendorong keterlibatan aktif, memperkuat proses refleksi, serta membantu peserta didik dalam mengonstruksi dan memperkuat pemahaman konsep secara bermakna.
Copyright (c) 2026 Defi Alfiani, Agus Pahrudin, Riyan Terna Kuswanto https://creativecommons.org/licenses/by-sa/4.0
Implementasi manajemen pendidikan Islam di Madrasah Tsanawiyah Negeri 3 Sragen
This study examines the implementation of Islamic education curriculum management, along with its strengths and weaknesses, at MTs N 3 Sragen in aligning the national curriculum with the madrasah curriculum, particularly in the context of a dynamic curriculum. This article analyzes the process of implementing Islamic education management at MTs N 3 Sragen and identifies its strengths and weak-nesses. The research method used is qualitative with a field research approach. Data collection was conducted through in-depth interviews with the Vice Principal for Curriculum and Islamic Religious Education (PAI) teachers at MTs N 3 Sragen. The research results indicate that the implementation of Islamic education management at MTs N 3 Sragen is carried out systematically, based on the Qur’an and Sunnah, and is adaptive to changing times, guided by Ministerial Decrees (KMA) No. 183 and 184 of 2019. The strength of Islamic education management implementation at the madrasah lies in the in-tegration of religious moderation values with a modern approach, reflected in religious habit-forming programs and a holistic evaluation system. However, the madrasah faces significant challenges, includ-ing dichotomies in education, the readiness and competence of teaching staff, and resource constraints in developing integrated teaching modules. Abstrak Penelitian ini mengkaji pelaksanaan manajemen kurikulum pendidikan Islam, beserta kelebihan dan kekurangannya, di MTs N 3 Sragen dalam menyelaraskan kurikulum nasional dengan kurikulum madrasah, khususnya dalam konteks kurikulum dinamis. Artikel ini menganalisis proses implementasi manajemen pendidikan Islam di MTs N 3 Sragen serta mengidentifikasi kelebihan dan kekurangannya. Metode penelitian yang digunakan adalah kualitatif dengan pendekatan field research. Pengumpulan data dilakukan melalui wawancara mendalam dengan Wakil Kepala Sekolah Bidang Kurikulum dan guru Pendidikan Agama Islam (PAI) di MTs N 3 Sragen. Hasil penelitian menunjukkan bahwa implementasi manajemen pendidikan Islam di MTs N 3 Sragen dilakukan secara sistematis, berdasarkan Al-Qur’an dan Sunnah, serta adaptif terhadap perubahan zaman, dengan panduan Keputusan Menteri (KMA) Nomor 183 dan 184 Tahun 2019. Kelebihan implementasi manajemen pendidikan Islam di madrasah terletak pada integrasi nilai-nilai moderasi agama dengan pendekatan modern, yang tercermin dalam program pembiasaan religius dan sistem evaluasi holistik. Meskipun demikian, madrasah menghadapi tantangan yang signifikan, termasuk dikotomi dalam pendidikan, kesiapan dan kapabilitas SDM guru, serta keterbatasan sumber daya dalam menyusun modul ajar terintegrasi.
Copyright (c) 2026 Kalista Eka Agustina, Muhammad Wildan Shohib https://creativecommons.org/licenses/by-sa/4.0
Implementasi pembentukan akhlak perspektif Al-Ghazali di MA Assalam Grobogan
The issue of adolescent morality highlights the urgency of strengthening education that not only emphasizes cognitive aspects, but also the internalization of values and behavioral habits. Al-Ghazali's thoughts on the formation of morality, which integrate knowledge, appreciation, and practice, are relevant to be analyzed within the framework of Bloom's Taxonomy, which covers the cognitive, affective, and psychomotor domains. This study aims to analyze the implementation of character building at MA Assalam Grobogan based on Al-Ghazali's perspective within the framework of these three domains of learning outcomes. The research uses a descriptive qualitative approach with a phenomenological perspective. Data were collected through interviews, observations, and documentation, then analyzed through the stages of data condensation, data presentation, and conclusion drawing while maintaining validity through triangulation and member checks. The results show that character building has covered all learning outcome domains, namely the cognitive domain through lectures, discussions, presentation of arguments, and memorization; the affective domain through exemplary behavior, advice, and the targhib wa tarhib approach; and the psychomotor domain through routine habits, continuous practice, and a point-based reward and punishment system. This implementation is in line with Al-Ghazali's concept of moral education and Bloom's Taxonomy framework, although this study has not measured the long-term effectiveness of moral character formation in students. Abstrak Permasalahan akhlak remaja menunjukkan urgensi penguatan pendidikan yang tidak hanya menekankan aspek kognitif, tetapi juga internalisasi nilai dan pembiasaan perilaku. Pemikiran Al-Ghazali tentang pembentukan akhlak yang mengintegrasikan ilmu, penghayatan, dan pengamalan relevan dianalisis dalam kerangka Taksonomi Bloom yang meliputi ranah kognitif, afektif, dan psikomotorik. Penelitian ini bertujuan menganalisis implementasi pembentukan akhlak di MA Assalam Grobogan berdasarkan perspektif Al-Ghazali dalam kerangka tiga domain hasil belajar tersebut. Penelitian menggunakan pendekatan kualitatif deskriptif dengan perspektif fenomenologis. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi, kemudian dianalisis melalui tahapan kondensasi data, penyajian data, dan penarikan kesimpulan dengan menjaga keabsahan melalui triangulasi dan member check. Hasil penelitian menunjukkan bahwa pembentukan akhlak telah mencakup seluruh domain hasil belajar, yakni ranah kognitif melalui ceramah, diskusi, penyajian dalil, dan hafalan; ranah afektif melalui keteladanan, nasihat, dan pendekatan targhib wa tarhib; serta ranah psikomotorik melalui pembiasaan rutin, latihan berkelanjutan, serta sistem ganjaran dan hukuman berbasis poin. Implementasi ini selaras dengan konsep pendidikan akhlak Al-Ghazali dan kerangka Taksonomi Bloom, meskipun penelitian ini belum mengukur efektivitas jangka panjang pembentukan akhlak peserta didik.
Copyright (c) 2026 Muhammad Naufal Arrizky, Zaki Afifi https://creativecommons.org/licenses/by-sa/4.0
Penguatan ketahanan moral siswa melalui program pembiasaan keagamaan di sekolah Boarding School
The advancement of globalization and digitalization has heightened students’ moral vulnerability through exposure to digital media, peer pressure, and weak self-control, thereby requiring education to strengthen moral resilience as a foundation for character formation, particularly within the intensive and controlled environment of boarding schools. This study aims to examine the strengthening of students’ moral resilience through religious habituation programs at SMP Ahmad Dahlan Sukoharjo as a boarding school. A qualitative approach with a descriptive case study design was employed. Data were collected from teachers, boarding school administrators, and students through participatory observation, in-depth interviews, and documentation, and were analyzed thematically while ensuring data validity through source and technique triangulation. The findings indicate that religious habituation programs such as congregational prayers, Qur’an recitation, short religious sermons, and nightly reflection play a significant role in strengthening students’ moral resilience. Moral resilience is reflected in the strength of faith, self-control, and consistency in practicing moral values amid the challenges of the global and digital era. Support from teacher role modeling, intensive mentoring, environmental management, and educational sanctions fosters the development of stable and sustainable internal moral awareness. Abstrak Perkembangan globalisasi dan digitalisasi meningkatkan kerentanan moral siswa melalui paparan media digital, tekanan pergaulan sebaya, dan lemahnya kontrol diri, sehingga pendidikan perlu memperkuat ketahanan moral sebagai fondasi pembentukan karakter, khususnya dalam lingkungan sekolah boarding school yang intensif dan terkontrol. Penelitian ini bertujuan mengkaji penguatan ketahanan moral siswa melalui program pembiasaan keagamaan di SMP Ahmad Dahlan Sukoharjo sebagai sekolah boarding school. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus deskriptif. Data diperoleh dari guru, pengelola boarding school, dan siswa melalui observasi partisipatif, wawancara mendalam, dan dokumentasi, kemudian dianalisis secara tematik dengan menjaga keabsahan data melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa program pembiasaan keagamaan seperti shalat berjamaah, tadarus Al-Qur’an, muhadharah, dan refleksi malam berperan signifikan dalam membangun ketahanan moral siswa. Ketahanan moral tercermin dalam kekuatan akidah, kemampuan mengendalikan perilaku, serta konsistensi menjalankan nilai moral di tengah tantangan era global dan digital. Dukungan keteladanan guru, pendampingan intensif, pengelolaan lingkungan, dan sanksi edukatif mendorong terbentuknya kesadaran moral internal yang stabil dan berkelanjutan.
Copyright (c) 2026 Irfan Haris Widiyanto, Triono Ali Mustofa https://creativecommons.org/licenses/by-sa/4.0