UIN (Universitas Islam Negeri) Sunan Kalijaga, Yogyakarta: E-Journal Fakultas Ilmu Tarbiyah Dan Keguruan
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The Relationship of Humanism Thinking with the Concept of Independent Learning and its Impact in the Learning Process
No full textEducation is developing rapidly as time goes by, becoming a top priority for a country. However, the quality of human resources in Indonesia is still lagging behind compared to several developed countries. To improve the quality of human resources, education must be prioritized. The concept of humanism in education emphasizes the importance of respecting human values and encouraging the humanization process. Meanwhile, the concept of Merdeka Belajar, interpreted as freedom to think, imagine and express, aims to improve the quality of education so that it is superior to before. The relationship between humanist thinking and the concept of Freedom of Learning in the learning context shows that learning must emphasize the process rather than learning outcomes, by involving students as active subjects in the learning process. It is also important to pay attention to the role of the teacher as a facilitator, as well as using learning methods that support the optimal development of students\u27 potential. Learning evaluation must include cognitive, affective and psychomotor aspects, taking into account students\u27 individual development and needs. The method used in this research includes literature analysis and synthesis of relevant ideas to highlight the importance of integrating the concepts of humanism and Freedom of Learning in the educational context in Indonesia
The Role of Social Media in the Formation of Religious Character in Children
No full textNowadays, teachers and books are no longer the only sources of knowledge available to students. Many other sources of knowledge can be accessed from the surrounding environment, social media has become an integral part of everyday life, the positive impact of social media provides wide access and easy access to educational and inspirational religious content such as lectures, articles, religion, and stories of the lives of pious people and become a platform for spreading positive messages and moral values that are in accordance with religious teachings, while the negative impact is that children are vulnerable exposed to content that is inconsistent with their religious teachings. For example, unethical content, violence and social media often promote materialistic and hedonistic lifestyles, which are contrary to religious spiritual values. This research method uses a literature review type of research with a qualitative approach. The aim of the research is to understand how media social influences the learning process and practice of religious values among children. This research aims to explore the extent to which social media can be an effective means of disseminating educational and inspirational religious conten
Implementation of Moral Education and Transcendental Idealism in MI/SD
No full textProblems often faced by educational institutions recently are often found among students. Several cases that occurred at educational institutions in Bima were specifically related to acts of violence against children/students, either occurring among students or carried out by teaching staff. Cases of beatings experienced by educators are one of the most frequent cases in educational institutions at junior high to high school levels. This situation is a scourge in the teaching and learning process in educational institutions. So special attention is needed in handling this situation by providing character education from an early age so that students with character and morals can be formed. This research aims to determine the process of implementing moral education and transcendental idealism for students at MIN 5 Bima and SD IT Uswatun Hasanah. The method used is qualitative with a multicase study approach. Primary data sources in this research were obtained from two educational institutions, MIN 5 Bima and SD IT Uswatun Hasanah. The results of the research show that there are differences in the implementation of instilling moral values in elementary schools, especially at MIN 5 and SD IT Uswatun Hasanah. These differences show that MIN 5 implements three main activities in instilling moral values in students, namely the Thousand Days Movement. /Infaq for Charity, Tahfid (Memorization of Juz 30), and Health (Environmental Cleanliness) while the results of the activities of instilling moral values at SD IT show that through the program to save adab and ethical values as the formation of student character and morality with a values-based approach Islamic values. These efforts involve all elements in creating a learning environment that supports the positive character and spiritual development of students in the future
Development of Augmented Reality-Based Game-Based Learning Integrated with Character Values to Improve Literacy and Problem-Solving Skills of Elementary School Students
No full textConventional learning practices are often ineffective in building values such as responsibility, honesty, cooperation, and discipline. Meanwhile, normative verbal moral approaches are also unable to touch on students\u27 real experiences. Therefore, alternative learning media are needed that can integrate cognitive and affective learning simultaneously through a contextual and enjoyable approach. This research aims to develop game-based learning based on augmented reality integrated with character values as an alternative learning method that is more interactive, interesting, and easily accessible by teachers and students. The method used in this research is the ADDIE development method (analysis, design, development, implementation, and evaluation). Integrated with NIS, this research was conducted in elementary schools in the Cirebon district. The instruments include validation sheets, observations, literacy and problem-solving tests, and character value measurement questionnaires. The results showed that the augmented reality-based educational game developed met the eligibility criteria in terms of learning content, visual appearance, and integrity of character values. This can be seen from the results of literacy skills obtained, showing that the student\u27s pretest score was 60, which increased to 85 in the posttest, an increase of 41.7%. And problem-solving skills were obtained by students\u27 pretest score of 55, which increased to 80 in the posttest, with a rise of 45.5%. This study presents a novel integration of augmented reality with game-based learning and character Education at the elementary level, which has rarely been explored in previous research. Theoretically, it contributes to the intersection of digital pedagogy and frameworks for character development. Practically, it offers an innovative and empirically tested learning medium that supports literacy and problem-solving enhancement while fostering values such as responsibility, cooperation, and discipline. Thus, the results of game-based learning based on augmented reality prove that this medium is efficacious in improving students\u27 literacy and problem-solving skills while strengthening the character of discipline, responsibility, and cooperation
Interfaith Educational Collaboration Enhances Cultural Adaptation in Lombok and Bali
No full textPurpose – This study explores the collaborative role of religious educators in fostering interfaith harmony in Lombok and Bali, regions with diverse religious demographics.
Design/methods/approach – A mixed-methods approach was used, combining qualitative case studies and quantitative analysis. Data were collected through interviews, observations, document analysis, and a Likert-scale questionnaire administered to 170 students. Structural equation modeling (PLS-SEM) assessed relationships between perception, interaction experience, attitude, and understanding.
Findings – Perception significantly influences interaction experience (0.930) and understanding (0.464), while interaction experience directly enhances understanding (0.505). Attitude had minimal impact (0.013). The model showed high predictive accuracy, with R² values of 90.2% for understanding and 84.9% for interaction experience, highlighting the importance of fostering positive perceptions and engagement.
Research implications/limitations – The study focuses on two regions, limiting generalizability. Further research should explore long-term impacts and broader applications in multicultural settings.
Originality/value – This study provides empirical evidence of interfaith collaboration\u27s effectiveness in education, contributing valuable insights into religious inclusivity and social integration. Future research could expand this framework to other cultural contexts
Al-‘Alaqah bayna Isti‘āb al-Mufradāt fī Muṣṭalaḥāt al-‘Arabiyyah wa Kafā’ah al-Khiṭābah al-‘Arabiyyah bi-Jam‘iyyat al-Khuṭabā’ bi-Ma‘had Darussalam Gontor, Ponorogo: The Relationship Between Vocabulary Comprehension In Arabic Rhetoric Terminology and Arabic Rhetoric Proficiency at the Association Of Orators at Darussalam Gontor Modern Islamic Institution, Ponorogo
No full textThis study aims to explore the relationship between vocabulary mastery in Arabic rhetoric terms and the speech proficiency of members of Jamiyyatu-l-Khuthaba\u27 at Pondok Modern Darussalam Gontor. Arabic rhetoric requires strong vocabulary mastery to facilitate the effective delivery of ideas, thereby enhancing speech proficiency. This research employs a descriptive quantitative approach with a correlation method. Data were collected through observation, written tests to measure vocabulary mastery, and oral tests to assess speech proficiency. Data analysis was conducted using the product-moment correlation technique at a 5% significance level. The results showed that the average vocabulary mastery score was 33.7, while the average speech proficiency score was 33.8, both at an adequate level. The correlation coefficient between vocabulary mastery and speech proficiency was found to be very high, at 0.935. This indicates that vocabulary mastery has a significant relationship with speech proficiency. Based on these findings, it is recommended that the management of Jamiyyatu-l-Khuthaba\u27 enhance vocabulary training, provide exemplary speeches, and encourage members to recognize the importance of vocabulary in improving their speech competencies.
Keywords: Arabic Rhetoric, Correlation Analysis, Jamiyyatu-l-Khuthaba\u27, Speech Proficiency, Vocabulary Mastery
Implementation of Imla Method in Mahārah al-Kitābah Learning to Students’IX Class MTsNU Nurul-Huda Mangkang Semarang: Taṭbīq Tarīqah al-Imla’ li at-Ta’limi Mahārah al-Kitābah Lada Ṭullābu ash-Shaffi at-Tāsi’u MtsNU Nurul-Huda Mangkang Semarang
No full textThe Imla method (IM) is a classical learning method that has the potential to be developed in the context of contemporary Arabic language learning (ALL). This is supported by the need for orthography in ALL and the basis for teaching writing skills (WS). This study aims to explore the implementation of the IM in learning maharah-kitabah Class IX MTs-NU Nurul-Huda Mangkang-Semarang; and analyze the supporting and inhibiting factors. This research uses a qualitative approach of explanatory descriptive method. The research sample was 35 ninth-grade students who were studying theme 4. Data analysis used Spradley\u27s model, including four stages, domain, taxonomy, component, and cultural-theme analysis. The results showed the implementation stages of the IM include: teacher writes sentences, reads, and asks students to follow him. They are asked to pay attention, read, and remember the writing before it is erased, and write it back in the books. Thus, founded aspects of WS, namely spelling-accuracy, grammatical-understanding, ability to form-sentences, vocabulary-mastery, as well as student motivation and activeness. Supporting factors include the use of appropriate media, teachers mastering language skills, and teachers being able to choose appropriate methods. The inhibiting factors include lack of interest, limited time, lack of infrastructure, and unsupportive environment.
Keywords: Arabic Learning, ALL, Dictation, Imla Method, Orthography, Writing Ability, Writing Skill, Transferred Dictation
Design and Development of Constructivist-Based Teaching Materials for Khat and Rasm to Improve Arabic Writing and Reading Skills: Desain dan Pengembangan Bahan Ajar Khat dan Rasm dengan Pendekatan Konstruktivisme untuk Meningkatkan Keterampilan Menulis dan Membaca Teks Arab
No full textThis research focuses on the development of integrated teaching materials to enhance Arabic reading (mahārah qira\u27ah) and writing (mahārah kitābah) skills through a constructivist approach that incorporates calligraphic aesthetics (khat) and writing conventions (rasm) as supporting elements within Arabic language instruction. This integration does not position khat or rasm as separate subjects but embeds them pedagogically to strengthen students\u27 understanding of Arabic script. The study is motivated by challenges in Arabic language learning, particularly the fragmentation between theory and practice and the lack of comprehensive teaching materials. The research method employs the Research and Development (R&D) model, utilizing the ADDIE approach, with 72 students and two teachers from MA Al-Huda Gorontalo. Experts in material, language, and media have validated the study. The results demonstrate high validation scores from experts (material expert: 92%, language expert: 88%, media expert: 78%), as well as proven effectiveness in field trials, with positive responses from students (79%) and teachers (88%). A significant improvement was observed in Arabic writing (+81%) and reading (+78%) skills, as measured through pretest–post-test analysis. The study concludes that the teaching materials developed—which integrate khat and rasm within a constructivist framework—effectively enhance Arabic literacy, supported by systematic material organization and flexible classroom application. Recommendations include further development of interactive features and broader trials across different educational levels. These findings contribute significantly to the advancement of innovative and effective Arabic teaching materials.
Keywords: Arabic Calligraphy, Arabic Literacy, Constructivist Teaching Materials, Ottoman Rasm
Mapping Research on Religious Literacy: A Bibliometric Analysis of Themes, Trends, and Educational Impact: Pemetaan Riset Literasi Keagamaan: Analisis Bibliometrik terhadap Tema, Tren, dan Dampaknya dalam Pendidikan
No full textPurpose – This study aims to map the conceptual landscape of religious literacy research using a bibliometric approach. It responds to the need for a deeper understanding of religious literacy as a multidimensional concept encompassing doctrinal, pedagogical, sociocultural, and inclusive aspects, especially within pluralistic societies.
Design/methods/approach – The study employed bibliometric analysis using Bibliometrix and VOSviewer. Bibliometrix supported geographic mapping and factorial analysis through dendrograms, while VOSviewer analyzed keyword co-occurrence, relevance, and occurrence scores to visualize thematic clusters. Data were sourced from peer-reviewed publications in international academic databases to map the structure of religious literacy research.
Findings – Four key clusters emerged: (1) theoretical foundations (e.g., literacy, faith, practice), (2) links to education and identity (e.g., school, citizenship, diversity), (3) pedagogical and teacher-oriented themes (e.g., teacher, skill, spirituality), and (4) inclusive and contextual concerns (e.g., Islam, special needs, future). The findings indicate that religious literacy is interdisciplinary and globally relevant, although gaps persist in Southeast Asia and within digital or informal learning contexts.
Research implications/limitations – This study offers a comprehensive analysis of religious literacy using VOSviewer and Bibliometrix. However, reliance on keywords may miss deeper insights from full texts, and the focus on English-language sources limits regional representation.
Originality/value – This study offers a refined conceptual mapping of religious literacy and contributes insights for educational policy, curriculum development, and future research across varied cultural settings.
Abstrak
Tujuan – Penelitian ini bertujuan untuk memetakan lanskap konseptual dari kajian literasi keagamaan dengan menggunakan pendekatan bibliometrik. Penelitian ini merespons kebutuhan akan pemahaman yang lebih mendalam terhadap literasi keagamaan sebagai konsep multidimensional yang mencakup aspek doktrinal, pedagogis, sosiokultural, dan inklusif, terutama dalam masyarakat yang pluralistik.
Desain/metode/pendekatan – Penelitian ini menggunakan analisis bibliometrik dengan bantuan perangkat lunak Bibliometrix dan VOSviewer. Bibliometrix digunakan untuk pemetaan geografis dan analisis faktorial melalui dendrogram, sementara VOSviewer menganalisis ko-okurensi kata kunci, relevansi, dan skor kemunculan untuk memvisualisasikan klaster tematik. Data diperoleh dari publikasi yang telah melalui tinjauan sejawat (peer-reviewed) dalam basis data akademik internasional untuk memetakan struktur penelitian literasi keagamaan.
Temuan – Empat klaster utama yang muncul meliputi: (1) fondasi teoritis (misalnya: literasi, iman, praktik), (2) keterkaitan dengan pendidikan dan identitas (misalnya: sekolah, kewargaan, keberagaman), (3) tema pedagogis dan yang berorientasi pada guru (misalnya: guru, keterampilan, spiritualitas), dan (4) isu inklusif dan kontekstual (misalnya: Islam, kebutuhan khusus, masa depan). Temuan ini menunjukkan bahwa literasi keagamaan bersifat interdisipliner dan relevan secara global, meskipun masih terdapat kesenjangan di kawasan Asia Tenggara serta dalam konteks pembelajaran digital atau informal.
Implikasi/Batasan penelitian – Studi ini menyajikan analisis komprehensif mengenai literasi keagamaan dengan menggunakan VOSviewer dan Bibliometrix. Namun, ketergantungan pada kata kunci dapat menyebabkan terlewatnya wawasan yang lebih mendalam dari isi teks secara keseluruhan, dan fokus pada sumber berbahasa Inggris membatasi representasi wilayah tertentu.
Orisinalitas/Nilai – Studi ini memberikan pemetaan konseptual yang lebih terperinci mengenai literasi keagamaan dan menyumbangkan wawasan bagi kebijakan pendidikan, pengembangan kurikulum, serta penelitian di masa depan dalam berbagai konteks budaya
Phonetic Analysis of An-Nabr in the Arabic Short Film Al-Samāʾu Tumṭir: A Prosodic Study: Analisis Fonetik An-Nabr dalam Film Pendek Bahasa Arab ‘Al-Samāʾu Tumṭir: Kajian Prosodik
No full textPurpose – This study aims to identify the position and realization of An-Nabr (stress) in the Arabic short film Al-Samāʾu Tumṭir, uploaded on the Arab Podcast channel. In addition, the study emphasizes the relevance of An-Nabr in contemporary phonetic research and expands the scope of Arabic prosody studies from a pedagogical level to an acoustic phonetic analysis using film as a medium.
Design/methods/approach – The research employs a descriptive qualitative approach supported by acoustic phonetic analysis. The primary data consist of film dialogues, which were transcribed and annotated to identify stress. Validation was conducted through Praat software by measuring three universal stress parameters: duration (ms), intensity (dB), and fundamental frequency/F0 (Hz). Data validity was reinforced through inter-rater reliability and triangulation between manual annotation and acoustic analysis.
Findings – The study identified 34 instances of An-Nabr, classified into three categories: (1) stress occurring according to the speaker’s intention to emphasize a particular meaning, (2) stress in sentences containing ḥarf nafi, ḥarf nahy, adawāt al-istifhām, and ḥarf syarṭ, and (3) stress following Arabic prosodic rules, particularly in sentences with fiʿil amr. The findings also demonstrate that An-Nabr is not only phonetic but also pragmatic. Stress can be categorized into lexical stress, phrasal stress, and emphatic stress, depending on the context of the utterance.
Research implications/limitations – This study carries both theoretical and practical implications. Theoretically, it broadens Arabic prosody research by utilizing film as a natural prosodic corpus that represents speech more authentically than laboratory recordings. Practically, the findings can be applied to the development of phonetics and maharah kalām teaching materials, particularly in training learners’ prosodic awareness in Arabic. Teachers may employ films as a medium to practice stress in interrogative words, negation, and imperative sentences.
Originality/value – This study is unique in that it: (1) employs an online short film as a data source for Arabic prosody, (2) applies acoustic analysis based on universal stress parameters, (3) offers methodological contributions through the combination of manual annotation, inter-rater validation, and acoustic measurement, and (4) recommends further research in the form of comparative studies between native speakers and non-Arab learners, as well as the utilization of other media corpora.
Abstrak
Tujuan – Penelitian ini bertujuan mengidentifikasi posisi dan realisasi An-Nabr (tekanan) dalam film pendek bahasa Arab Al-Samāʾu Tumṭir yang diunggah kanal Arab Podcast. Selain itu, penelitian menegaskan relevansi An-Nabr dalam kajian fonetik kontemporer serta memperluas ruang lingkup penelitian prosodi Arab, dari tataran pedagogis menuju analisis fonetik akustik berbasis media film.
Desain/metode/pendekatan – Penelitian menggunakan pendekatan kualitatif deskriptif dengan dukungan analisis fonetik akustik. Data utama berupa dialog film, ditranskripsikan lalu dianotasi untuk mengidentifikasi tekanan. Validasi dilakukan melalui perangkat lunak Praat dengan pengukuran tiga parameter universal stres: durasi (ms), intensitas (dB), dan frekuensi dasar/F0 (Hz). Keabsahan data diperkuat dengan reliabilitas antar-penilai inter-rater reliability serta triangulasi antara anotasi manual dan analisis akustik.
Temuan – Hasil penelitian menemukan 34 posisi An-Nabr yang terbagi dalam tiga kategori: (1) nabr yang muncul sesuai kehendak penutur untuk menekankan maksud tertentu, (2) nabr pada kalimat dengan ḥarf nafi, ḥarf nahy, adawāt al-istifhām, dan ḥarf syarṭ, serta (3) nabr yang mengikuti kaidah prosodi Arab, terutama pada kalimat dengan fi‘il amr. Temuan juga menunjukkan bahwa An-Nabr tidak hanya fonetik, tetapi juga pragmatik. Tekanan dapat diklasifikasikan menjadi lexical stress, phrasal stress, dan emphatic stress sesuai konteks ujaran.
Implikasi/Keterbatasan Penelitian – Penelitian ini memiliki implikasi teoretis dan praktis. Secara teoretis, memperluas kajian prosodi Arab dengan memanfaatkan film sebagai korpus prosodik alami yang merepresentasikan ujaran lebih natural dibanding rekaman laboratorium. Secara praktis, hasil dapat dimanfaatkan dalam pengembangan materi ajar fonetik dan maharah kalām, khususnya melatih kesadaran prosodi pembelajar bahasa Arab. Guru dapat menggunakan film sebagai media latihan tekanan pada kata tanya, kata negasi, maupun kalimat perintah.
Keaslian/nilai – Penelitian ini unik karena: (1) memanfaatkan film pendek daring sebagai sumber data prosodi Arab, (2) menerapkan analisis akustik berbasis parameter universal stres, (3) menawarkan kontribusi metodologis dengan kombinasi anotasi manual, validasi inter-rater, dan pengukuran akustik, serta (4) merekomendasikan penelitian lanjutan berupa kajian komparatif antara penutur asli dan pembelajar non-Arab maupun pemanfaatan korpus media lain