UIN (Universitas Islam Negeri) Sunan Kalijaga, Yogyakarta: E-Journal Fakultas Ilmu Tarbiyah Dan Keguruan
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Efektivitas Media Pembelajaran Imla’ Flash Card untuk Meningkatkan Keterampilan Kitabah di MI Ma’arif Sambeng Srandakan
No full textThis study aims to examine the effectiveness of the Imla’ Flash Card media in enhancing Arabic writing (Kitabah) skills among third-grade students at MI Ma’arif Sambeng. Additionally, the research evaluates how this instructional media is implemented within the teaching and learning process. Employing a quantitative approach with a quasi-experimental method, the study involved 21 students selected through an exhaustive sampling technique. Data were collected through observation, interviews, tests, and documentation. The hypothesis was tested using the Independent Sample T-Test. The analysis results indicate that the use of Imla’ Flash Card media is effective in improving Arabic writing skills. This is evidenced by the significance value of 0.009, which is less than 0.05, and the increased average post-test score of the experimental class, which reached 81.55, compared to the control class that scored an average of only 64.90. The findings of this research demonstrate that the use of Imla’ Flash Card media is indeed effective in enhancing Arabic writing (Kitabah) skills among students at MI Ma’arif Sambeng
al-Istisnāʾ dalam Al-Qur\u27an Juz 22 (Studi Analisis Sintaksis dan Metode Pembelajarannya)
No full textThis qualitative library research investigates the forms and variations of al-Istisnāʾ (exception structures) in Juz 22 of the Qur\u27an through a syntactic and semantic analysis grounded in Arabic grammar (nahwu). The primary data comprise verses from Juz 22, while secondary sources include classical grammar texts, relevant tafsīr literature, and scholarly journals. Data were collected using documentation techniques and analyzed with content analysis methods, employing categorization tools to identify exception elements, particles (adawāt al-istisnāʾ), and exception types. The study identified 38 occurrences of al-Istisnāʾ across four surahs—Al-Aḥzāb, Saba’, Fāṭir, and Yā Sīn—with the particle illā (إِلَّا) being the most frequent (32 instances), followed by ghayr (غَيْر) and the verb lā yakūn (لا يكون). Each instance was examined for structural completeness (involving al-mustasnā minhu, al-adāt, and al-mustasnā) and contextual meaning. The findings reveal both explicit and implicit exception structures, underscoring the Qur’an’s syntactic richness and semantic nuance. Five types of al-Istisnāʾ were identified, with al-mufarraġ being the most prevalent, particularly in emphatic and negating contexts. These variations reflect the Qur’an’s linguistic depth and the critical role of grammatical accuracy in interpretation. The study offers pedagogical insights by recommending inductive and deductive methods in nahwu instruction and advocates the integration of Qur’anic content into grammar teaching. It also proposes the development of thematic learning modules based on Juz 22 to enhance learners’ linguistic proficiency and spiritual engagement
Hubungan Maharah al-Kalam Dengan Self-Confidence Mahasiswa PBA UIN Sunan Kalijaga
No full textThis research aims to examine the correlation between maharah al-kalam (Arabic speaking skills) and the level of self-confidence among students in the Arabic Education Study Program (PBA) at UIN Sunan Kalijaga. Understanding this relationship is vital for recognizing how self-confidence impacts speaking proficiency, a core competency for future Arabic educators. A quantitative design with a correlation method was employed here. Data were collected through a questionnaire adapted from Yusuf Al Uqshaw\u27s book on self-confidence, utilizing a 1-5 Likert scale for measurement. The analysis revealed a significant relationship (r = 0.322), indicating that higher maharah al-kalam is associated with increased levels of self-confidence among students. These findings suggest that self-confidence can enhance mastery of speaking skills. Therefore, it is crucial to integrate the development of speaking skills and self-confidence into the Arabic language curriculum, enabling educators to better support students in their learning processes and contribute to their success as future educators
Augmented Reality (AR) Sebagai Media Interaktif Dalam Pembelajaran Bahasa Arab Di UIN Sunan Kalijaga Yogyakarta
No full textThis study aims to explore students’ experiences in using Augmented Reality (AR) as an innovative medium to enhance Arabic speaking skills (maharah al-kalām). Conducted with sixth-semester students of the Arabic Language Education Program at UIN Sunan Kalijaga Yogyakarta, the research applied a qualitative descriptive approach. Data were collected through participatory observation, in-depth interviews, and documentation, and analyzed using the Miles, Huberman, and Saldaña model. Findings indicate that AR improves comprehension of abstract concepts, supports vocabulary acquisition, and fosters students’ confidence and participation through 3D visualizations and contextual simulations. However, challenges include limited AR-based Arabic content, digital infrastructure, and technological readiness. The study highlights AR’s potential as a pedagogical tool in Islamic higher education, emphasizing the importance of teacher facilitation and interdisciplinary collaboration
Implementation of the International Primary Curriculum (IPC): Strengthening 21st-Century Skills and Contributing to Sustainable Development Goals in Indonesia
No full textThis study aims to analyze the implementation of the International Primary Curriculum (IPC) in supporting 21st century education through strengthening critical thinking, creativity, communication, and collaboration (4C) skills, as well as evaluating its contribution to the achievement of the Sustainable Development Goals (SDGs), especially Goal 4: Quality Education. The method used is Systematic Literature Review (SLR) with the PRISMA approach, which involves searching the literature on the Scopus database, Google Scholar, and the Publish or Perish tool for the period 2020–2025. The results show that IPC significantly improves 4C skills through thematic, cross-disciplinary, and project-based learning that encourages student engagement, knowledge transfer, and an in-depth understanding of global and local issues. IPC\u27s contribution is also seen in strengthening the principles of inclusivity, integrating sustainability values, and adapting learning that is relevant to the cultural context, so that it is in line with the SDGs agenda. However, the main challenges in its implementation in Indonesia include disparities in educational infrastructure, limited teacher capacity, and resource gaps between regions. The implications of this study underscore the importance of policy strategies that emphasize improving teacher competence, adapting the curriculum to local contexts, and collaboration between stakeholders to ensure sustainable implementation. Follow-up studies are recommended to explore the effectiveness of IPC implementation through field studies, longitudinal analysis of student learning outcomes, and evaluation of teacher training programs to strengthen the relevance and competitiveness of basic education in Indonesia
Digital and Non-Digital Leadership in Merdeka Curriculum Implementation: A Case Study at Al-Bahjah Cirebon
No full textThis study aims to describe and analyze the practices of principal leadership in the implementation of the Merdeka Curriculum at SMA Islam Qur\u27ani Al-Bahjah Cirebon, focusing on the dynamics of digital and non-digital leadership. The research employs a descriptive qualitative method with a single case study design, utilizing interviews, observation, and documentation involving the principal, vice principal for curriculum affairs, and teachers. The results indicate that non-digital leadership remains dominant as it aligns with the values of discipline and the pesantren (Islamic boarding school) character. Conversely, digital leadership is used to a limited extent for the efficiency of communication and administration, but is constrained by infrastructure and internal policies. The findings affirm the emergence of a hybrid leadership model where both approaches complement each other according to the context. This study emphasizes the importance of flexibility in educational leadership when adopting digitalization without abandoning traditional pesantren value
Strategic Adaptation and Resilience: Islamic Education\u27s Response to Colonialism in Indonesia
No full textThis study examines the strategic responses of Islamic educational institutions—particularly pesantren and madrasah—to the socio-political structures imposed by Dutch colonial rule in Indonesia. Employing a qualitative historical-analytical methodology, the research draws on primary archival sources and secondary historiographical literature to explore how Islamic education functioned as a site of resistance and adaptation. The findings reveal four dominant themes: first, the modernization of Islamic education as a form of intellectual resistance, wherein reformist organizations like Muhammadiyah integrated secular subjects and structured pedagogies to cultivate an intellectually competitive Muslim generation; second, the consolidation of traditional institutions as cultural fortresses, as seen in Nahdlatul Ulama’s efforts to strengthen pesantren and preserve religious orthodoxy; third, the mobilization of women through education, particularly through the efforts of ‘Aisyiyah, as a strategy for moral reform and national identity formation; and fourth, the internalization of nationalist values through character education, positioning pesantren and madrasah as crucibles of civic responsibility and anti-colonial consciousness. These findings underscore that Islamic education during the colonial period was not merely a religious endeavor but a multidimensional force for cultural resilience and political mobilization. Theoretically, the study contributes to the discourse on education as a nonviolent strategy of resistance under colonialism, while practically offering insights for contemporary education policy in Indonesia. However, the study is limited by its reliance on secondary sources, which may overlook local variations and grassroots dynamics. Further research incorporating oral histories and archival case studies is recommended to enrich our understanding of the lived experiences and post-colonial legacies of these institutions
Pengembangan Pengembangan Modul Ajar Matematika Berbasis Problem Based Learning Pada Materi Peluang Siswa Kelas X MAN 4 Bantul: Pengembangan modul ajar matematika
No full textPenelitian ini dilakukan di MAN 4 Bantul pada siswa kelas X tahun ajaran 2024/2025. Penelitian ini bertujuan untuk menghasilkan suatu produk berupa modul ajar matematika berbasis Problem Based Learning (PBL) untuk meningkatkan kemampuan pemecahan masalah pada materi peluang siswa kelas X MAN 4 Bantul agar dapat membantu guru dalam melaksanakan proses pembelajaran pada materi peluang. Pengembangan modul ajar ini termasuk dalam penelitian pengembangan Development & Research (R&D) dengan menggunakan model pengembangan 4D yang meliputi 4 tahap yaitu Define (Pendefinisian), Design (Perancangan), Development (Pengembangan), dan Dissemination (Penyebaran). Modul ajar ini divalidasi oleh dua ahli dengan memperoleh hasil validasi skor 174 dan 173 dengan presentase 87% dan 86,5% yang berkategori sangat baik dan layak untuk diimplementasikan ke sekolah sebagai salah satu panduan bagi guru untuk membantu kegiatan pembelajaran pada materi peluang
Eksperimen Media Permainan Edukatif “Menyambung Huruf” dalam Pembelajaran Mahārah Al Kitābah Siswa Kelas X IIS MA Negeri 1 Sleman Tahun Ajaran 2017/2018
No full textThis study aims to determine the steps in using the educational game media "Menyambung Huruf" in the learning of mahārah al-kitābah (writing skills) and to identify the significant differences in mahārah al-kitābah between the experimental class and the control class among the 10th grade students of IIS MA Negeri 1 Sleman for the 2017/2018 academic year. This research is a field study using a quantitative approach and experimental method. The data collection methods used were tests, interviews, observations, and documentation. To test the accuracy of the data, validity and reliability tests were conducted. For the validity test, expert judgment and construct validity were used with the Pearson correlation method, which correlates the score of each item with the total score. For the reliability test, the Cronbach Alpha method was used. The data analysis requirements included normality testing using the Kolmogorov-Smirnov formula and homogeneity testing using the test of homogeneity of variance. The data obtained in this study were analyzed using a t-test. The results of the study show that there is a significant difference in mahārah al-kitābah between the experimental and control classes. This was evidenced by the results of the pretest and posttest mahārah al-kitābah scores. The pretest t-test resulted in a Sig. (2-tailed) value of 0.895, indicating that Sig. (2-tailed) > 0.05. This means there was no difference in the students\u27 mahārah al-kitābah at the beginning. The posttest t-test for the experimental and control groups resulted in a Sig. (2-tailed) value of 0.000, indicating that Sig. (2-tailed) < 0.05. This means there was a significant difference in mahārah al-kitābah after the intervention using the educational game media "Menyambung Huruf.
Studi Komparasi Tentang Mahārah Al-Qirā\u27ah Antara Siswa Mukim dan Siswa Nonmukim Pondok Pesantren di MTs Ma’arif Al-Huda Salaman Magelang Kelas VIII Tahun Ajaran 2017/2018
No full textThis his study aims to determine the differences in mahārah al-qirā\u27ah skills between mukim and nonmukim students at MTs Ma\u27arif Al Huda, Salaman, Magelang. The background of this study is the general assumption that mukim students, because they live in a pesantren environment, have an advantage in Arabic text reading skills. The research method used was quantitative with a field research approach. Data collection techniques included written and oral tests, questionnaires, observation, interviews, and documentation, with a sample of 50 students in class VIII consisting of 25 boarding school students and 25 non boarding school students. Data analysis was conducted using independent t-test. The results showed that there was no significant difference between the mahārah al-qirā\u27ah skills of mukim and nonmukim students. Factors such as teachers‘ learning methods, learning motivation, and educational environment have a greater influence on students’ reading ability. These findings indicate the importance of a holistic approach in the development of Arabic language learning in madrasah