e-Jurnal IAIN Curup
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An Inductive-Contextual Arabic Grammar Using Historical Texts: A Case Study in a Modern Islamic Boarding School
No full textArabic grammar is essential for accessing both classical and modern texts; however, its instruction in Islamic boarding schools (pesantren) has often remained deductive, theoretical, memorization-based, and decontextualized. This gap makes it difficult for students to apply grammatical rules effectively in real comprehension tasks. This study investigates how historical narrative texts can support a more inductive and contextual pedagogy. Conducted at Darul Qiyam Modern Islamic Boarding School, Kerinci, Indonesia, the research employed a qualitative case study design involving in-depth interviews, classroom observations, and document analysis with four Arabic grammar teachers. The findings identified four main strategies: (1) Direct Explanatory Scaffolding, offering initial orientation through brief explanation and modeling; (2) Pattern Repetition, reinforcing guided noticing and output variation using authentic text patterns; (3) Inductive-Contextual Exploration, where learners infered rules through meaning-driven analysis of historical discourse; and (4) Inductive-Collaborative-Constructivist Practice, fostering group dialogue, peer explanation, and reflective scaffolding. These strategies aligned with pedagogical parameters such as guided noticing, form–meaning mapping, structural variation, social mediation, and visual scaffolding. The approaches enhanced grammatical sensitivity, reduced reliance on rote memorization, and promoted learner autonomy. However, negative cases revealed that some students remained dependent on memorized rules or struggled with complex patterns. The study concludes that inductive-contextual strategies supported by historical texts can meaningfully transform grammar instruction in Islamic boarding schools. Recommendations include integrating such texts into curricula, providing teacher training in constructivist pedagogy, and conducting further research on learner differences and digital scaffolding
The Integration of Higher Order Thinking Skills by Certified English Teachers in Senior High School
Get PDFExamining the challenges in implementing Higher-Order Thinking Skills (HOTS) among certified English teachers offers valuable insights into teachers’ professional competences and the quality of the instructional process. This process involves the development of lesson and assessment plans, in which HOTS is a key component aligned with the demands of 21st-century education. This study aimed to explore the teaching practices and challenges encountered by three certified English teachers at Babul Maghfirah High School in Aceh in their efforts to integrate HOTS into classroom instruction. The research specifically focused on evaluating teaching activities based on established HOTS-based learning criteria and identifying the obstacles that hindered effective implementation. Data were collected using checklists, observation guides, and semi-structured interviews. The participants in this study were three certified English teachers, and the primary objects of analysis were their lesson plans, assessments, and teaching practices. This study adopted a qualitative descriptive approach within a case study framework. Data collection was conducted through classroom observations and in-depth interviews. The findings revealed that the instructional practices did not fully align with the principles of HOTS-based learning. Teacher-centered approaches remained dominant, the integration of 4C skills (critical thinking, communication, collaboration, and creativity) was incomplete, and conventional teaching methods were still prevalent. Furthermore, the study identified several contributing factors to these shortcomings, including limited teacher understanding of HOTS, insufficient school facilities, and students’ difficulties in comprehending lesson content. Therefore, the incomplete implementation of HOTS by certified English teachers reflected a broader issue of unmet criteria in HOTS-based instructional design.
Game-Based Learning Using Wordwall to Improve Students' Vocabulary in the EFL Classroom
No full textThis study aims to investigate the effectiveness of Game-Based Learning through the Wordwall application in improving students’ vocabulary mastery at SMK Kesehatan Medika Farma. The subjects of this study were 34 tenth-grade students of the TLM (Medical Laboratory Technology) class, selected using random sampling technique to ensure varied student proficiency levels. A preliminary observation revealed that students’ English ability, especially in vocabulary, was still limited, affecting their reading and writing perfomance. The research employed a Classroom Action Research (CAR) design conducted in two cycles. The instruments used included a vocabulary test consisting of 15 multiple-choice participation and motivation during the learning process. Quantitative data were obtained from the pre-liminary study, cycle I, and cycle II results, while with qualitative data were derived from classroom observations. The data analysis combined quantitative and qualitative approaches. The findings revealed that the integration of Wordwall as a Game-Based Learning medium effectively enhanced students’ vocabulary mastery, motivation, and classroom engagement. The use of interactive digital games made learning more enjoyable, promoted active participation, and supported students’ retention of new vocabulary
Peran Guru Bimbingan Dan Konseling Dalam Pengembangan Potensi Anak Berkebutuhan Khusus di SDIT Armaniyah
No full textEvery human being is born in a state of nature and perfection, behind that perfection there are differences from one to another. To make that difference into something positive and beneficial, humans need an education process which is a conscious effort by each person to form and build a good personality both physically and mentally so that they understand the aspects of ngerti-ngroso-ngelakoni which are accompanied by tekat-ucap-lampah. Among these educations, there is inclusive education designed for children with special needs (ABK), this is also implemented by SDIT Armaniyah which is located in Serang Baru, Bekasi. The research method used is qualitative-descriptive which produces data through the process of interviews, observations, documentation by studying phenomena that occur naturally. Data obtained using purposive sampling with the 3M standard. In the process, each inclusive education program is not only implemented by educational institutions. However, it also involves guidance and counseling teachers to accompany inclusive students in developing their potential. The services provided are: (1) psychoeducational services; (2) special class services; (3) and home visit services. The stages of the mentoring process carried out include: (1) identification; (2) instrument design; (3) program implementation; (4) and monitoring. The success of inclusive education is not only viewed from the aspect of educational institutions, but culture, policies, politics, and other supporting resources also have a great influence
Penerapan Teknik Self Management melalui Bimbingan Kelompok untuk Meningkatkan Tanggung Jawab Belajar Siswa SMP NU Lemahabang
No full textLearning responsibility should be embedded in each student. In reality, there are still many students who have low learning responsibility. Like the students of class VIII of SMP NU Lemahabang, namely lazy students in the learning process, often delay doing assignments, skip school, and are late to school, which reflects low learning responsibility. This study aims to determine the description of the learning responsibility of SMP NU Lemahabang students, analyze the application of self-management techniques through group guidance to improve the learning responsibility of SMP NU Lemahabang students, determine the description of self-management of SMP NU Lemahabang students after the application of self-management techniques, and identify obstacles that occur in the application of self-management techniques through group guidance to improve the learning responsibility of SMP NU Lemahabang students. This study is a qualitative study. The research informants were the BK teacher and 5 students. Data collection was carried out through observation, interviews, and documentation. The results of this study are self-management techniques consisting of 4 steps, including (a) Self Monitoring (b). Stimulus-Control (c). Self Reward d). Self as Model is able to increase the learning responsibility of SMP NU Lemahabang students, both in terms of perseverance, independence, and positive attitudes
Addressing Vandalism Behavior through the Management of Guidance and Counseling Services in Periphery Schools of Indonesia and Malaysia
No full textThis study aims to explore how the handling of vandalism behavior can be done through the management of guidance and counseling services at SMAN 1 Yosowilangun Lumajang and some Malaysian schools. The research method used is qualitative with a case study approach. Data collection was carried out through semi-structured interviews, passive observation and documentation. Data analysis techniques include data condensation, data presentation, and drawing conclusions. Data validity was tested using source and method triangulation. The results of the study indicate that preventive actions carried out by means of socialization and punishment in the form of replacing and repairing damaged facilities which are then recidivists, namely by conducting coaching with member of the Indonesian National Army in collaboration with Yonif 527 Lumajang. And also the results of research in Malaysian schools that the main factors that cause students to behave vandalism are the attitudes of the students themselves, as well as family background factors and peer influence. The role of parents, the role of schools, and the role of social media are steps that can be taken to overcome the problem of vandalism behavior
Comparative Study of Problem-Based and Project-Based Learning on Economic Learning Outcomes in Classes XA and XB at State High School 2 Tondano
No full textThe purpose of this study is to determine the comparison of Economic Learning Achievement Using the Problem Based Model. Learning and Project Based Learning on the Learning Achievement of Economics Class XA and XB of SMA Negeri 2 Tondano. This study uses a quantitative method with a quasi- experimental research design or one- way group pretest-posttest. The sample of this study was 25 students of class XA and XB of SMA Negeri 2 Tondano in the 2024/2025 academic year. Data collection was carried out through descriptive tests Pretest and Posttest. The results of the study showed an increase in Learning Achievement in Economics subjects which was higher in the Problem Based model. Learning where the Pretest Value is 39.6 and the Posttest Value is 86.4, while in the Project Based Model Learning obtained a Pretest Value of 38.2 and a Posttest Value of 84.6. Overall, the Problem Based Model Learning shows more improvement which includes student enthusiasm, the formation of heterogeneous groups, information organization, and the ability to work together in problem solving. As for the Project Based Model Learning enhancement includes student engagement, active participation, problem awareness, ability to work together, and project presentation. Both models are seen each has its own advantages and is able to improve student learning achievement at SMA Negeri 2 Tondano
New Trends In Islamic Education: The Rise Of Servant Leadership In Pesantren
No full textThis study explores the emergence of servant leadership as a transformative model in the context of Islamic educational leadership at the Darussalam Blokagung Islamic Boarding School. Guided by Greenleaf's servant leadership theory and integrated with Islamic leadership values (khidmah, amanah, and ukhuwah), this study analyzes how traditional authoritative leadership has evolved into a participatory and human-centered model that aligns with the moral and spiritual ethos of the Islamic boarding school. Using a qualitative case study approach, data were collected through in-depth interviews with seven key informants (including kiai, teachers, and students), participant observation, and document analysis over a six-month period. Data were analyzed using thematic analysis to identify patterns of change and meaning construction, while triangulation ensured contextual validity and depth. The findings reveal three main themes: (1) Transformation of leadership style from an authoritarian model to servant leadership; (2) Internalization of Service Values in Student Development; and (3 Changes in the Organizational Culture of Islamic Boarding Schools to be More Inclusive and Participatory. This transformation not only enriches the theory of servant leadership in Islamic education, but also offers practical insights for educational leaders and policy makers in designing leadership training and institutional reforms that are responsive to contemporary challenges
The Quality Learning of Extensive Reading with Synergetic Learning Approach
No full textThis research aims to measure the quality prediction of extensive reading learning with synergetic learning approach. This research begins with a phenomenon that reading skills in the PBA study program aim to achieve speaking skills, active students in making assignments and collecting them arranged in a disciplined and structured manner and the phenomenon of active learning in class, students exchange the results of their reading assignments and collaborate in presenting to their friends and Lecturer's experience in teaching extensive reading for more than 20 years. Departing from the curiosity of this phenomenon, the researcher will explore and analyze the factors that quality of learning extensive reading with synergetic learning approach. This research is a descriptive quantitative, data analysis using the Structural Equation Modeling Partial Least Square (SEM - PLS) method. The results showed that extensive reading complied with the Ministry of Education, Culture and Research's quality standards at 80%, a very good level, and had a positive impact on lecturer behavior, student behavior, the learning environment, educational materials, educational media, and the education system. Extensive reading meets the criteria of synergetic learning theory at 85%, which is a very good value. It has a positive impact on educational outcomes, including team building, shared goals, cooperative learning, problem solving, shared assessment, continuous learning, and feedback. The theoretical results of this research showed that the quality learning of the extensive reading with synergetic learning approach has a positive impact on input, process, output, and outcomes. These are important aspects that indicate Outcome-Based Education
Analysis of the Arabic Language Test Questions at the CELAD Institute from the Perspective of CEFR Standards
No full textThis study aims to describe and analyze the Arabic language test items used at the CELAD Institute, which serves as an assessment tool to measure the Arabic proficiency of students in the Faculty of Islamic Studies at Universitas Islam Riau. Specifically, the research identified the characteristics of CELAD’s Arabic language test items and determined their alignment with Common European Framework of Reference for Languages (CEFR) proficiency levels. This study adopted a descriptive-qualitative design with a content-analysis approach. The findings indicate that: (1) CELAD’s Arabic language test items are integrative, communicative, and interactive in nature, and fall within the category of standardized tests that include proficiency and achievement assessments; and (2) the competency standards reflected in the test align with CEFR, corresponding to level B1 for reading skills and level A2 for speaking and writing skills. This research is expected to serve as an evaluative reference for stakeholders in the further development of the CELAD Arabic language test. Additionally, the findings may offer a model for the development of other Arabic language tests that have not yet been standardized using an international reference framework