EJournal STIT PN (Sekolah Tinggi Ilmu Tarbiyah Palapa Nusantara) Lombok NTB (Nusa Tenggara Barat)
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Teachers’ Contribution in Instilling Ideological Values of Islamic Education: A Case Study at SDN Lingkok Bunut
No full textThis study is motivated by the limited empirical research examining teachers’ roles as ideological agents in instilling Islamic ideological values within public elementary school settings. It aims to analyze teachers’ contributions, instructional strategies, and the contextual factors that influence the internalization of Islamic ideological values at SDN Lingkok Bunut, Indonesia. Adopting a qualitative case study design, the research involved 20 purposively selected participants, including the school principal, Islamic Religious Education teachers, classroom teachers, students, and parents. Data were collected through semi-structured interviews, non-participant observations, and document analysis, and were analyzed thematically to identify recurring patterns across data sources. The findings reveal that teachers contribute to value internalization through an integrated system comprising moral exemplification, habituation-based religious practices, value-oriented classroom interaction, experiential learning, and home–school collaboration. Islamic ideological values such as honesty, discipline, responsibility, humility, respect, and spiritual awareness are embedded across religious and general subjects as well as daily school routines. Strong leadership commitment and a supportive school culture emerge as key enabling factors, whereas diverse family backgrounds, digital influences, and limited instructional time act as inhibiting factors. These findings align with value internalization theory and teacher role theory, underscoring teachers’ credibility and professional agency as central to ideological education. The study concludes that Islamic ideological education can be effectively institutionalized in public elementary schools through strong leadership, a collaborative school culture, and teachers’ professional agency, and it contributes to the development of value internalization and teacher role theory while offering practical insights for strengthening character education in public schools
Pengembangan Media Ular Tangga Berbantuan Kartu Komik Materi Bumi untuk Meningkatkan Hasil Belajar Siswa Kelas V
No full textThe limited development of game-based IPAS learning media integrated with visual literacy, particularly for earth-related content in elementary schools, forms the main basis of this study, as the abstract nature of earth topics requires concrete visualization to facilitate student understanding. The learning conditions in Grade V IPAS at SDN Podorejo 01 show limited use of interactive media with adequate visual elements, resulting in low student learning outcomes. This study aimed to develop and examine the feasibility and effectiveness of a snakes and ladders game medium supported by comic cards for the earth topic in the chapter “Mengenal Bumi Kita.” The study employed a Research and Development (R&D) approach with the ADDIE model, with product trials involving 6 students in a small-scale trial and 19 students in a large-scale trial. Data were collected through observation, interviews, questionnaires, as well as pretests and posttests, and were analyzed descriptively by calculating the feasibility percentage based on expert validation and the effectiveness response percentage, and quantitatively using paired-sample t-tests and N-Gain calculations. The results show that the developed medium obtained a very high feasibility rating from experts, with a percentage of 94%, and proved effective in improving student learning outcomes, as reflected in significant differences between pretest and posttest scores in both the small-scale trial (sig. = 0.010) and the large-scale trial (sig. = 0.000). The improvement in learning outcomes was further supported by N-Gain values of 0.6755 in the small-scale trial and 0.7192 in the large-scale trial. These findings indicate that the snakes and ladders game medium supported by comic cards contributes to enhancing the quality of IPAS learning and supports the development of innovative and contextual learning media in elementary schools
Manajemen Ngopi Majelis Ushfuriyah Pekanbaru
No full textThe term majelis refers to a forum for gathering to learn and study Islamic teachings, while ngopi in the Indonesian local context is associated with socializing over coffee. In this article, NGOPI is understood as an acronym for ngobrol perkara ilmu, iman, dan Islam (discussing matters of knowledge, faith, and Islam), formulated in the form of the Majelis Ngopi Ushfuriyah in Pekanbaru. This article aims to describe the management of the Majelis Ngopi Ushfuriyah, including its historical background, naming, supervisory structure, and rules of conduct for its activities. The majelis emerged from informal meetings during the Covid-19 lockdown period, which gradually transformed from ordinary coffee gatherings into a forum for religious study. The term ushfuriyah refers both to the reading of the kitab al-Mawa’idhu al-Ushfuriyah at the time of its establishment and to the identity of a congregation dominated by men. The management of the majelis is guided by four asatidz: Ustadz Nurhadi as the senior supervisor, together with Ustadz Abdurrahman Anir, Ustadz Muhammad Karim, and Habib Muhammad Faher al-Aidarus. The order of activities begins with tawasulan, followed by the recitation of Ratib al-Haddad, kitab study, and a question-and-answer session. The kitabs studied include al-Ushfuriyah led by Habib Muhammad Faher, Jawahirul Kalamiyah led by Ustadz Muhammad Karim, and Nashaihul Ibad led by Ustadz Abdurrahman Anir, and in the subsequent period (January 2026) shifted to Tanbihul Ghafilin, Daqa’iqul Akhbar, and al-Yaqutun Nafis along with its commentary. The role of supervisor or khadim al-majelis has been held by Pak Andre from the initial formation of the majelis until its relocation from Perumahan Mangga Dua Marsan Melur to Mathon Thaous, Jl. Bakti Arifin Ahmad. Substantively, the Majelis Ngopi Ushfuriyah represents a model of majelis taklim management that integrates the local coffee-drinking culture with the tradition of kitab study, thereby transforming conventional coffee gatherings into ngopi syariah oriented toward strengthening knowledge, faith, and the religious community-building of Muslim men in an urban environment
Pengaruh Penerapan Kurikulum 2013 dan Kurikulum Merdeka terhadap Peningkatan Kompetensi Profesional Guru PAI Tingkat Sekolah Dasar
Full text linkOne of the obstacles faced by a teacher is changes in the educational curriculum which requires a teacher to adapt to the current curriculum. This definitely has an impact on a teacher's professional competence. The aim of this research is to determine the extent of the influence of the 2013 Curriculum and the Merdeka Curriculum on Increasing the Professional Competence of Islamic Religious Education Teachers.This research is quantitative research using application assistance SPSS 25.0. This research was conducted at an elementary school in Pasar Minggu District. This research sample was taken using techniques Probability Sampling that is Random Sampling a total of 52 samples of Islamic Religious Education Teachers. The research instrument was distributed via Goggle Form. The research results show that There is an influence of the Implementation of the 2013 Curriculum and the Merdeka Curriculum on Increasing the Professional Competence of Islamic Religious Education Teachers at the Elementary School Level in Pasar Minggu District
Urbanization Trend: Viewed from Socioeconomic Status, Regional Minimum Wage, Employment, and Urbanization Rate Factors
Full text linkThis study aims to reveal the urbanization trend for Vocational High School (VHS)graduates which is influenced by socioeconomic status, minimum wage level, and employment. This study uses a quantitative methodology and is structured as an explanatory study. The study involved 478 samples of VHS alumni working in big cities by purposive random sampling. Data was collected through a questionnaire instrument using an online form which was declared content valid using Aiken with a range of 0.81 to 0.94 and constructively using Exploratory Factor Analysis (EFA) with a Keyser Mayer Olkin (KMO) value between 0.598 to 0.765. The instrument has also shown a reliability coefficient of 0.789 to 0.867 which means the instrument is reliable. Analysis was conducted via Structural Equation Modeling (SEM) with LISREL. The findings of this study indicate that (1) socioeconomic status, minimum wage level, and employment exert a positive and significant influence on the urbanization rate of VHS graduates by 35.1%; (2) Socioeconomic status and minimum wage levels positively and significantly affect on employment by 20.8%; (3) Socioeconomic status and minimum wage rates through employment positively and significantly affect on the urbanization rate of VHS graduates of 68.7%
Strategi Review Mufrodat: Solusi Praktis dalam Penguasaan Kosakata Bahasa Arab di MAN 1 Probolinggo
Full text linkThe integration of instructional media, interval repetition methods (drill), and role-playing strategies in Arabic language learning has been proven effective in enhancing students' vocabulary mastery. This study aims to explore students' experiences and perceptions of three primary strategies: the drill method, role-playing, and self-learning tools. A qualitative case study approach was employed at MAN 1 Probolinggo, involving 11th and 12th-grade students in the religious studies program. Data collection was conducted through in-depth interviews, document analysis, and classroom observations. The findings indicate that the drill method is effective in helping students recall and comprehend Arabic vocabulary, showing stronger retention compared to conventional methods. Meanwhile, role-playing enhances students' active participation, confidence in speaking, and ability to construct spontaneous sentences, with the majority of students demonstrating significant improvement in Arabic fluency. Additionally, the use of technology-based self-learning tools, such as educational applications and digital vocabulary flashcards, further strengthens vocabulary retention. The combination of these three methods makes the learning process more engaging, dynamic, and effective, reducing students' boredom in learning Arabic. The study's findings affirm that integrating the drill method, role-playing, and self-learning tools in Arabic language instruction can improve memory retention, structural understanding, and students' speaking skills. Therefore, the implementation of these strategies in the Arabic language curriculum is recommended to enhance learning quality and foster students' independence in mastering Arabic
Pengaruh Metode Blended Learning Berbantuan Aplikasi Chatbot Kana terhadap Hasil Belajar Peserta Didik Kelas V
Full text linkIntegrating technology into education is crucial for enhancing the learning system. However, in practice, teachers often fail to incorporate technology into their teaching methods to maximize students' active participation duriing the learning process. Many remain reliant on traditional lecture and question-and-answer formats. This study aims to examine the effects of applying a blended learning approach. supported by a chatbot application on students' learning outcomes. This study utilizes a quantitative approach with a quasi-experimental design, employing a pretest-posttest control group format. The study sample was made up of 108 students from three different classes, and the sample was randomly selected, comprising 73 students from classes A and B. The data collection methods included both test and non-test techniques, utilizing tools such as test questions, observation sheets, and documentation, all of which were validated and tested for reliability before the research began. The gathered data were analyzed using both descriptive statistics and inferential statistical methods. The findings of the study indicated that the control group had an average pretest score of 31.62, which increased to 54.05 in the posttest. Meanwhile, the experimental group had a pretest score of 45 and a posttest score of 76.94. Statistical testing indicated a significant effect of the blended learning method supported by the KANA chatbot application, with a value of 8.5230. In conclusion, the application of the blended learning approach with the support of the KANA chatbot application has a substantial positive influence on students' learning outcomes
Efektivitas Media Wordwall terhadap Kemampuan Menyelesaikan Soal Cerita Matematika Kelas 2 SD Negeri Gandekan Surakarta
Full text linkThe low performance of second-grade students at SD Negeri Gandekan Surakarta in solving mathematical word problems highlights the need for more communicative and engaging instructional media. This study aims to evaluate the effectiveness of Wordwall media in improving students’ ability to solve mathematical word problems. A quantitative approach was employed using a one-group pretest-posttest design involving 26 students. Data were collected through observation, tests, and documentation, using validated and reliable instruments. The results showed a significant increase in students’ average scores, from 56.12 (pretest) to 82.77 (posttest), following the implementation of Wordwall-based instruction. N-Gain analysis indicated a moderate level of improvement, suggesting that Wordwall is effective in helping students understand and solve mathematical word problems. This study affirms that Wordwall is an effective interactive digital tool that enriches mathematics instruction, enhances conceptual understanding, and encourages active student participation.
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The Relationship between Religiosity and Peer Social Support with Student Courtesy Behavior
Full text linkThis study addresses growing concerns over declining moral standards among university students in the context of globalization and rapid technological advancement, with a particular focus on examining the influence of religiosity and peer social support on polite behavior among students at UIN Malang. Utilizing a correlational quantitative research design, data were collected from 271 respondents selected through the Cochran sampling technique. Structured questionnaires served as the primary data collection instrument, and the responses were analyzed using multiple linear regression. The findings indicate a statistically significant joint influence of religiosity and peer social support on polite behavior, as evidenced by an F-test significance value of 0.000 < 0.05, and a combined explanatory power of 54.4%. Notably, peer social support exerted a stronger effect (β = 1.050) on students’ courteous behavior compared to religiosity (β = 0.155), highlighting the prominent role of social interactions in shaping moral conduct. These results underscore the importance of fostering a supportive peer environment as a key strategy for promoting ethical behavior among university students, alongside ongoing efforts to reinforce religious values. The study contributes to the understanding of behavioral development in higher education and suggests actionable insights for student affairs practitioners and educators aiming to enhance moral character in academic settings
The Influence of PAI Learning, Parental Social Support, and Peer Quality on Prosocial Attitudes of Junior High School Students in Malang City
Full text linkThis study investigates the factors influencing prosocial attitudes among junior high school students, focusing on Islamic Religious Education (PAI) learning, parental social support, and peer quality. The research aims to analyze the effects of these variables on students’ prosocial behavior and to examine the moderating role of peer quality. Employing a quantitative correlational design, the study involved 155 randomly selected eighth-grade students from three schools in Malang City (SMPN 12 Malang, SMP Lab UM, and MTs Muhammadiyah 1 Malang). Data were collected via a validated and reliable Likert-scale questionnaire and analyzed using multiple linear regression and moderated regression analysis (MRA). Results indicate that both PAI learning and parental social support significantly influence prosocial attitudes (p < 0.001 and p = 0.011, respectively), whereas peer quality did not demonstrate a significant moderating effect (p > 0.05). These findings suggest that the internalization of PAI values and supportive parenting are primary determinants of prosocial behavior, independent of peer relationship quality. The study concludes that educational and familial environments serve as crucial foundations for fostering prosocial attitudes, with peer interactions providing supplementary support. Practically, schools are encouraged to enhance contextualized and applicative PAI instruction, while parents should strengthen emotional and instrumental support. This research contributes to developing an integrative character education model that bridges school, family, and social environments