Journal of Education, Teaching, and Learning
Journal of Education, Teaching, and Learning, abbreviated as EDUTECLE is published by Formad English Foundation NTB-Jakarta. This journal holds the ISSN (International Standard Serial Number) 3047-1435 (online media), which is regulated by the Indonesian National ISSN Center, a part of the National Research and Innovation Agency, under the Directorate of Multimedia Repository and Scientific Publishing, Deputy for Research and Innovation Facilitation. The issuance of this ISSN is based on decree number 30471435/II.7.4/SK.ISSN/04/2024. Starting from Volume 1, Number 1, March 2024, the journal is published three times a year, in March, July, and November. EDUTECLE: Journal of Education, Teaching, and Learning serves as an academic forum that delves into various dimensions of education, with a special emphasis on teaching methods and learning processes. The journal presents the latest studies, innovations, and in-depth theoretical insights, focusing on innovative teaching strategies, the application of technology, and the analysis of learning processes to enhance educational quality at various levels. Additionally, the journal facilitates research on curriculum development, covering curriculum design, implementation, and evaluation to ensure alignment with students' needs. The journal emphasizes the importance of educational evaluation through various methods, including student performance assessment, measurement of learning objectives, and evaluation of teaching effectiveness. It also discusses psychological aspects of education, such as learning motivation, student engagement, and inclusive education that supports the needs of all students, including those with special needs. By creating a space for dialogue and collaboration among educators, researchers, and educational practitioners, EDUTECLE contributes to improving the quality of education and shaping a better future for the next generation. We invite scholars, researchers, and educational practitioners to participate and publish their work in EDUTECLE: Journal of Education, Teaching, and Learning. Together, we can enrich knowledge, innovate teaching, and improve learning processes. Publish your research and ideas, and be a part of the effort to shape a more inclusive, relevant, and meaningful future for education.
The Effectiveness of the Singing Method in Enhancing Students’ Mastery of Arabic Vocabulary: A Systematic Literature Review
This study addresses the growing need for effective strategies to improve students’ mastery of Arabic vocabulary (mufradat), particularly amid persistent reliance on conventional memorization practices. The study aimed to examine the nature of the singing method and synthesize empirical evidence regarding its effectiveness in enhancing Arabic vocabulary mastery. A systematic literature review (SLR) was employed to analyze recent studies published primarily between 2021 and 2026. Relevant literature was identified through structured searching, screened using predetermined inclusion and exclusion criteria, assessed for methodological quality, and synthesized through descriptive comparison and thematic analysis. The findings revealed a predominantly positive pattern across the reviewed studies. Singing-based instruction improved vocabulary achievement, memorization, recall, pronunciation, motivation, and learner engagement. Quantitative studies reported substantial gains in post-test scores, N-Gain values, and statistically significant differences, while qualitative studies emphasized improved participation and more enjoyable learning experiences. The synthesis further indicated that effectiveness was strongest when singing was integrated with repetition, appropriate vocabulary selection, movement, visual support, and opportunities for recall and application. The study concludes that singing represents a promising, adaptable, and learner-centered strategy for Arabic vocabulary instruction. The findings contribute theoretically by strengthening understanding of multimodal vocabulary learning and practically by informing teachers’ instructional design. Future research should use larger samples, standardized measures, longer interventions, and stronger comparative designs.
Copyright (c) 2026 Journal of Education, Teaching, and Learning
Improving Students' Indonesian Language Learning Outcomes through the Planted Questions Active Learning Method in Grade V at MI NW Bagik Nyala
Improving students’ Indonesian language learning outcomes remains a significant challenge in elementary education, particularly in developing active participation, critical thinking, and meaningful learning experiences. This study aimed to examine the effectiveness of the Planted Questions Active Learning method in improving Indonesian language learning outcomes among Grade V students at MI NW Bagik Nyala. This research employed a Classroom Action Research (CAR) design based on the Kemmis and McTaggart model, consisting of two cycles, with each cycle including planning, action, observation, and reflection stages. The research subjects were Grade V students, and data were collected through learning outcome tests, classroom observations, and documentation. The collected data were analyzed using qualitative and quantitative descriptive analysis to identify changes in students’ learning achievement and classroom engagement. The findings revealed that the implementation of the Planted Questions Active Learning method contributed to significant improvements in students’ Indonesian language learning outcomes. In the first cycle, students showed initial improvements in participation and understanding, although several students still experienced difficulties in expressing ideas and comprehending learning materials. After the improvements implemented in the second cycle, students demonstrated higher achievement, increased confidence, active involvement in discussions, and better understanding of Indonesian language concepts. The study concludes that the Planted Questions Active Learning method is an effective instructional strategy for enhancing students’ learning outcomes by creating a more interactive, collaborative, and student-centered learning environment. This research implies that elementary school teachers can utilize this method as an alternative approach to improve the quality of Indonesian language instruction..
Student-Centered Learning in Scientific Writing Training to Enhance the Academic Literacy of Senior High School Students: A Systematic Literature Review
The increasing demand for twenty-first-century competencies has highlighted the importance of scientific writing and academic literacy as essential skills for senior high school students. However, conventional teacher-centered instruction often provides limited opportunities for students to actively construct knowledge and develop scientific communication skills. This study aimed to synthesize recent empirical evidence on how Student-Centered Learning (SCL) contributes to scientific writing training in enhancing students' academic literacy and to identify the most effective pedagogical strategies reported in the literature. A Systematic Literature Review (SLR) was employed following a structured review procedure. Relevant empirical studies published between 2021 and 2025 were retrieved from reputable national and international journals. The selected studies were analyzed using qualitative content analysis through identification, categorization, comparison, and thematic synthesis of the findings. The review revealed that Student-Centered Learning consistently improves scientific writing competence by promoting inquiry, collaboration, critical reflection, and evidence-based argumentation. Furthermore, SCL enhances broader dimensions of academic literacy, including academic reading and writing, critical thinking, scientific reasoning, communication skills, and learner autonomy. Among the pedagogical strategies identified, Inquiry-Based Learning, Project-Based Learning, collaborative writing with peer feedback, and technology-enhanced learning demonstrated the strongest and most consistent positive outcomes. These findings suggest that Student-Centered Learning provides an integrated pedagogical framework that transforms scientific writing into an active process of knowledge construction while strengthening academic literacy. Consequently, this review offers valuable theoretical insights and practical recommendations for educators, curriculum developers, and policymakers seeking to design learner-centered scientific writing programs that effectively prepare students for higher education and lifelong learning.
Incremental Policy in the Development of Madrasahs and Islamic Boarding Schools: A Review of Lindblom's Incrementalism Theory in the Contemporary Era
The development of madrasahs and Islamic boarding schools in Indonesia has increasingly required policy approaches capable of balancing educational modernization with the preservation of Islamic traditions. However, limited studies have examined this development from the perspective of Charles E. Lindblom's incrementalism theory. This study aimed to analyze how incremental policy characterizes the contemporary development of madrasahs and Islamic boarding schools and to identify the factors influencing the incremental policy process within these Islamic educational institutions. The research employed a qualitative library research design using official government policy documents, scholarly books, peer-reviewed journal articles, and other relevant academic publications as primary data sources. Data were analyzed through qualitative content analysis involving data reduction, thematic categorization, interpretation, and source triangulation. The findings reveal that the development of madrasahs and Islamic boarding schools consistently follows an incremental policy trajectory characterized by gradual improvements in educational regulations, curriculum and learning systems, teacher professional development, institutional governance, and educational financing. The study also demonstrates that institutional leadership, organizational capacity, government support, educational decentralization, socio-cultural values, political commitment, bureaucratic coordination, digital transformation, and globalization collectively influence the continuity of incremental policy development. These findings confirm the continued relevance of Lindblom's incrementalism theory in explaining policy change within Islamic education and suggest that gradual policy adaptation provides an effective mechanism for maintaining institutional stability while encouraging sustainable educational innovation. The study contributes to both public policy and Islamic education literature by offering a comprehensive conceptual understanding of incremental policy development in contemporary Islamic educational institutions.
Teacher–Parent Collaboration as an Educational Da'wah Communication Strategy in Mitigating the Influence of Western Popular Culture on Early Childhood Development
The rapid expansion of globalization, digital technology, and transnational media has intensified young children's exposure to Western popular culture, creating challenges for the preservation of religious values, moral development, and cultural identity. This study aims to analyze the conceptual construction of teacher–parent collaboration from the perspective of educational da'wah communication, examine the forms, impacts, and challenges of Western popular culture on early childhood development, and explore educational da'wah communication strategies for mitigating these influences. This study employed a qualitative literature review design. Data were collected from scholarly publications indexed in reputable academic databases, including Scopus, Web of Science, ERIC, SpringerLink, Taylor & Francis, ScienceDirect, and Google Scholar. The selected literature consisted of publications published between 2021 and 2026 focusing on teacher–parent collaboration, educational communication, educational da'wah, digital literacy, popular culture, and early childhood education. Data were analyzed using thematic content analysis to identify recurring themes, conceptual relationships, and research gaps. The findings reveal that teacher–parent collaboration functions as a strategic educational partnership that strengthens value transmission, character formation, and religious identity through educational da'wah communication. Western popular culture influences children through digital media, entertainment platforms, consumer culture, and language practices, producing both developmental opportunities and moral, cultural, and behavioral challenges. Effective mitigation strategies include continuous family–school communication, Islamic character education, parental mediation of digital media use, and collaborative value alignment among families, schools, and communities. The study concludes that educational da'wah communication provides a comprehensive framework for strengthening children's cultural resilience, enabling them to engage constructively with global cultural influences while maintaining their religious values, moral character, and cultural identity.
Implementation of the Repetitive Method in Teaching Clean and Healthy Living Behaviors for Early Childhood
Clean and Healthy Living Behaviors (PHBS) in early childhood are essential for supporting children’s health, independence, and the formation of lifelong healthy habits. At RA Daruttaqwa Teko, initial observations indicated that several children were not consistently practicing key PHBS behaviors, such as washing hands properly, using soap, disposing of waste appropriately, and covering the mouth when coughing or sneezing. This study aimed to improve children’s PHBS through the implementation of the repetitive method. The research employed Classroom Action Research involving 15 children as participants. The study was conducted in two cycles, each consisting of planning, action, observation, and reflection stages. Data were collected through systematic observation of PHBS indicators using a developmental scale categorized as BB (Not Yet Developed), MB (Beginning to Develop), BSH (Developing as Expected), and BSB (Very Well Developed), and were analyzed using descriptive quantitative techniques. The results showed a significant improvement across all PHBS indicators from the pre-cycle to Cycle II. Children demonstrated increased independence, consistency, and internalization of clean and healthy living behaviors, with several children even becoming positive role models for their peers. The findings confirm that the repetitive method is effective in strengthening habit formation and promoting sustainable health behaviors in early childhood. Therefore, it is recommended as a routine instructional strategy for PHBS learning in early childhood education settings to support long-term behavioral development.
, Clean and Healthy Living Behaviors (PHBS)
The Role of Teachers in Enhancing Students’ Critical and Cognitive Thinking Skills
The increasing demands of 21st-century education highlight the importance of developing students’ critical and cognitive thinking skills, which are essential for problem-solving, decision-making, and meaningful learning. This study aims to examine the role of teachers in enhancing these skills through a systematic analysis of existing literature. A qualitative approach was employed using a systematic literature review design. Data were collected from 25 scholarly articles published between 2015 and 2025, sourced from reputable academic databases. The selection process followed specific inclusion and exclusion criteria, and the data were analyzed using thematic analysis involving data reduction, categorization, and synthesis. The findings reveal that teachers play multifaceted roles as facilitators, designers, and motivators in fostering students’ higher-order thinking skills. In promoting critical thinking, teachers utilize student-centered strategies such as problem-based learning, project-based learning, inquiry-based learning, and structured discussions. The integration of technology and social media enhances students’ engagement and critical reflection when guided effectively. Additionally, teachers support the development of metacognitive skills through reflective activities and guided questioning. In terms of cognitive thinking, teachers design structured learning experiences, apply collaborative and analytical approaches, and use higher-order questioning to stimulate deeper understanding. Student engagement, motivation, and a supportive learning environment are key factors influencing cognitive development. In conclusion, the study emphasizes that effective teacher roles and pedagogical strategies are crucial in developing students’ critical and cognitive thinking skills. These findings contribute to the theoretical understanding of student-centered learning and provide practical implications for improving instructional practices in the digital era.
Management Strategies for Excellence Learning Programs in Realizing High-Achieving Students and High-Quality Madrasahs
Education in the contemporary era requires madrasahs to enhance both academic quality and institutional competitiveness while maintaining their religious identity. This study aimed to provide a comprehensive theoretical review of management strategies for excellence learning programs in realizing high-achieving students and high-quality madrasahs. This research employed a qualitative approach using a library research method with a theoretical review design. Data were collected from relevant scholarly books and peer-reviewed journal articles published within the last ten years through systematic literature search and documentation. The data were analyzed using qualitative content analysis, involving processes of data reduction, categorization, and thematic interpretation to identify key patterns and relationships. The findings revealed that effective management strategies are grounded in the integration of educational management, Total Quality Management (TQM), leadership, innovation, and collaborative approaches. These integrated strategies contribute significantly to improving students’ academic achievement through structured programs, research-based learning, and data-driven evaluation. In addition, they support the holistic development of students’ competencies and character through the integration of cognitive, affective, and spiritual dimensions. Furthermore, integrated management approaches enhance madrasah quality by aligning management functions, strengthening leadership and organizational culture, implementing continuous quality improvement, and adopting digital transformation. In conclusion, the study highlights that a holistic and integrated management framework is essential for achieving sustainable student achievement and institutional excellence in madrasahs. The findings provide both theoretical contributions and practical implications for strengthening educational management in Islamic institutions.
The Use of Gadgets at Home as a Barrier to Elementary School Students’ Learning: A Literature Review on the Role of Parents and Instructional Intervention Models
The increasing use of digital gadgets at home has become a significant concern in relation to elementary school students’ learning. While technology offers educational opportunities, excessive and unregulated gadget use may hinder children’s cognitive, social, and academic development. Therefore, this study aimed to examine how gadget use at home becomes a barrier to learning, to analyze the role of parents in mediating children’s digital behavior, and to identify effective instructional intervention models to address these challenges. This study employed a qualitative approach using a Systematic Literature Review (SLR) design. Data were collected from peer-reviewed journal articles and academic books published between 2016 and 2026, retrieved from databases such as Scopus, ERIC, Google Scholar, and ScienceDirect. The selection process followed PRISMA guidelines, and the data were analyzed using thematic analysis. The findings revealed that excessive gadget use disrupts students’ concentration, executive functions, and academic performance, while also negatively affecting social behavior, emotional stability, and physical well-being. Parental mediation, including active guidance, restriction, and co-use strategies, plays a crucial role in minimizing these negative impacts. Additionally, instructional intervention models—such as family-based routines, digital literacy education, and behavioral strategies—were found to be effective in optimizing gadget use for learning purposes. In conclusion, gadget use at home can act as a barrier to learning if not properly managed; however, through effective parental involvement and structured educational interventions, its negative effects can be reduced and its potential benefits maximized.
The Influence of Social Media on Arabic Language Learning Among Grade 8 Students at MTs Darussalam Singgar
The rapid development of digital technology has transformed the way students learn, particularly through the widespread use of social media as an interactive learning tool. This study aimed to examine the influence of social media on Arabic language learning among Grade 8 students at MTs Darussalam Singgar, with a focus on learning outcomes, motivation, and engagement. A quantitative approach with a correlational design was employed. The population consisted of all students, with a sample of 26 students selected using purposive sampling. Data were collected through questionnaires and documentation, and analyzed using descriptive statistics, Pearson correlation, and regression analysis. The results revealed that social media had a significant positive influence on Arabic language learning, with a correlation coefficient of 0.621 and a contribution of 38.6% to students’ learning outcomes. Social media was found to enhance students’ motivation, particularly intrinsic motivation, and increase engagement in learning activities. Furthermore, mediation analysis indicated that motivation partially mediated the relationship between social media and student engagement. The findings also showed that social media was more effective in improving receptive skills such as vocabulary and listening, while productive skills remained moderate. However, challenges such as distraction and lack of structured use were identified. In conclusion, social media serves as an effective and meaningful tool in Arabic language learning when used strategically and supported by proper guidance. This study highlights the importance of integrating social media into instructional practices to enhance students’ motivation, engagement, and learning outcomes in the digital era.
The Role of the Soyyadun Nahwi YouTube Channel in Enhancing the Understanding of Arabic Grammar (Nahwu) as an Instructional Medium in the Digital Era
The rapid development of digital technology has significantly transformed educational practices, particularly through the integration of online learning platforms. One of the most widely used digital platforms for educational purposes is YouTube, which provides accessible audio-visual learning resources that can support students’ understanding of complex subjects. In the context of Arabic language learning, the study of Arabic grammar (nahwu) is often considered challenging due to its abstract rules and complex linguistic structures. Therefore, the use of innovative digital learning media has become increasingly important in facilitating students’ comprehension of grammatical concepts. This study aimed to examine the role of the Soyyadun Nahwi YouTube Channel in enhancing students’ understanding of Arabic grammar as an instructional medium in the digital era. The research employed a qualitative descriptive approach with a case study design. The participants consisted of undergraduate students in Arabic language education programs who utilized the Soyyadun Nahwi YouTube Channel as a learning resource. Data were collected through observation, semi-structured interviews, and documentation, and were analyzed using interactive qualitative data analysis consisting of data reduction, data display, and conclusion drawing. The findings revealed that the Soyyadun Nahwi YouTube Channel significantly supported students’ understanding of Arabic grammar through structured explanations, contextual examples, and audio-visual presentations that helped clarify complex grammatical concepts. The platform also enhanced students’ motivation and engagement in learning by providing flexible access to instructional materials that could be reviewed repeatedly. These findings indicate that YouTube-based instructional media can function as an effective supplementary learning resource for Arabic grammar learning in the digital era and can support students’ independent learning practices.
The Importance of the Mubāsyarah Method in Arabic Language Instruction
Arabic language instruction continues to face challenges in developing students’ communicative competence, particularly when teaching practices rely heavily on translation and grammatical explanations rather than active language use. In response to this issue, communicative teaching approaches such as the Mubāsyarah Method (Direct Method) have gained increasing attention in Arabic language pedagogy. This study aims to examine the importance of the Mubāsyarah Method in Arabic language instruction by analyzing its conceptual foundations, its contributions to the development of students’ Arabic language skills, and its pedagogical implications for effective language teaching. The research employed a qualitative literature review approach by analyzing scholarly articles, books, and academic publications related to the Mubāsyarah Method and Arabic language teaching published within the last ten years. Data were collected through systematic literature searching and document analysis, and the selected sources were analyzed using qualitative content analysis to identify key themes and patterns in previous studies. The findings indicate that the Mubāsyarah Method plays a significant role in promoting communicative Arabic language learning by emphasizing the direct use of the target language in classroom interaction. The method contributes to the development of students’ speaking and listening skills, contextual vocabulary acquisition, and grammatical understanding through meaningful communication. In addition, the interactive learning environment created by the method enhances students’ motivation, confidence, and engagement in language learning. The study also highlights important pedagogical implications for Arabic language teaching, including the adoption of communicative and student-centered learning strategies, the importance of teacher competence, and the development of supportive language environments. Overall, the Mubāsyarah Method provides an effective framework for improving the quality and effectiveness of Arabic language instruction.
The Role of Teachers in Developing Social Skills of Early Childhood Students at PAUD Shihabul Musthofa Merangkak, Embung Kandong Village, Academic Year 2024/2025
This study aims to analyze the roles and strategies of teachers in developing the social skills of early childhood learners at PAUD Shihabul Musthofa, as well as to identify supporting factors and challenges faced during the learning process. The study employs a descriptive qualitative approach with data collection techniques including observation, interviews, and documentation. Data analysis was conducted through data reduction, data display, and conclusion drawing. The results reveal that the teacher's role in developing children's social skills falls into the "very good" category, with an observation score achievement of 81.25%. The teacher’s role includes lesson planning, implementing interactive activities, providing direct guidance, modeling social behavior, and reinforcing positive social attitudes. The strategies applied consist of learning through play, role-playing, habituation of social values, group work, and structured observation of children’s social behavior. Supporting factors for success include teachers’ strong understanding, parental involvement, and the support of school leadership. The main challenges encountered involve limited play facilities, the absence of formal training, and the diversity of children’s individual characters. This research highlights the importance of collaboration among teachers, parents, and school stakeholders in promoting the social development of early childhood learners through contextual and enjoyable learning strategies.
Copyright (c) 2025 Journal of Education, Teaching, and Learning
Optimization of Educational Play Methods to Enhance Children’s Concentration at TK Qur’ani Darul Muhsinin NW Gerantung, Embung Kandong Village
This study aims to examine the optimization of educational play methods in improving early childhood concentration at TK Qur’ani Darul Muhsinin NW Gerantung, Embung Kandong Village, during the 2024/2025 academic year. The core issues explored in this research include how teachers design and implement educational play strategies, the extent to which these strategies enhance children’s ability to concentrate, and the various supporting and inhibiting factors that influence their effectiveness in classroom practice. This study employs a descriptive qualitative approach to gain an in-depth understanding of the learning processes occurring in natural settings. Data were collected through in-depth interviews, participatory observation, and documentation. Informants consist of Group A and Group B teachers, the school principal, and selected parents, all chosen purposively based on their relevance to the research focus. The findings reveal that the use of educational play methods—such as puzzles, building blocks, movement-and-song games, storytelling, and role-playing—significantly enhances children’s concentration. These activities help young learners focus their attention, maintain concentration for longer periods, and reduce distractions that commonly occur during learning. Supporting factors include teachers’ creativity in selecting and modifying educational play tools, strong support from the school principal, and the availability of learning media that encourage active participation. On the other hand, inhibiting factors consist of limited learning time, insufficient variation of educational play tools, and differences in children’s developmental levels, particularly related to attention span. Overall, the study underscores the importance of integrating educational play strategies into early childhood learning to create an enjoyable, effective, and child-centered environment that supports optimal concentration development.
Teachers’ Strategies in Increasing Children’s Participation in Group Learning Activities at PAUD Shihabul Musthofa Merangkak, Embung Kandong Village
This study aims to describe teachers’ strategies for enhancing children’s participation in group learning activities at PAUD Shihabul Musthofa Merangkak, Embung Kandong Village, and to analyze the impact of the strategies implemented. Using a qualitative descriptive approach, the research collected data through observation, semi-structured interviews, and documentation, involving teachers, children, and parents selected via purposive sampling. Data were analyzed using the Miles and Huberman interactive model, consisting of data reduction, data display, and conclusion drawing. The findings reveal that teachers planned group learning strategically by aligning weekly themes with developmental indicators and considering children’s age, characteristics, and individual needs. Implementation involved varied and engaging methods such as role-playing, group projects, singing, storytelling, and assigning specific roles to ensure participation from all children, including those typically quiet or hesitant. Evaluation and reflection were conducted through daily observations, developmental notes, and parental input, enabling teachers to refine instructional practices continuously. The implementation of these strategies resulted in increased enthusiasm, confidence, and active engagement among children, reflected in their enjoyment of collaborative tasks, improved communication, and stronger peer interaction. Parents also reported positive behavioral changes at home, including greater openness and eagerness to share learning experiences. These results indicate that contextually adapted, play-based, and interactive strategies can effectively strengthen children’s participation in group learning settings, particularly in rural early childhood education contexts.
The Implementation of Role-Playing Activities to Enhance the Language Skills of Children Aged 5–6 Years
This study aims to improve the language skills of children aged 5–6 years at TK IT Permata Hati during the 2024/2025 academic year. The research was conducted using a Classroom Action Research (CAR) design, which comprised two cycles, namely Cycle I and Cycle II. Each cycle involved four stages: planning, implementation, observation, and reflection, allowing for continuous assessment and refinement of teaching strategies. The study focused on 18 children in Group B at TK IT Permata Hati, Wanasaba District, consisting of 4 boys and 14 girls. Data were collected through direct observation, performance assessment, and documentation, providing a comprehensive view of the children’s language development. The findings revealed significant improvement in children’s language skills following the implementation of the role-playing method. In Cycle I, the achievement percentage based on observation sheets was 72.2%, which increased to 78% in Cycle II, reflecting a 5.8% improvement. Similarly, the class average score increased from 62.4 in Cycle I to 73.15 in Cycle II. These results indicate that the role-playing method effectively fosters language development in young learners by providing an engaging, interactive, and contextually meaningful learning environment. Children were observed to participate more actively, communicate with greater confidence, and demonstrate an increased ability to construct sentences and express ideas. Overall, the study highlights that integrating role-playing activities into early childhood education can significantly enhance language skills, supporting both cognitive and social development. The positive outcomes suggest that such methods can be applied more broadly in similar educational settings to optimize language learning for preschool-aged children.
Implementation of the Al-Miftah Method in Nahwu Instruction at MTs Darul Muhajirin Putra
This study is motivated by the limited research on the implementation of the Al-Miftah method in formal madrasah settings, despite its significant impact on improving students’ Arabic grammar proficiency. The study aims to examine how the Al-Miftah modules are applied in classroom instruction, analyze students’ comprehension and motivational responses, and identify learning outcomes resulting from the method’s integration. This research adopts a qualitative case study design, with 25 participants consisting of Arabic language teachers and grade VIII students selected through purposive sampling. Data were collected using semi-structured interviews, classroom observations, and document analysis, and analyzed through thematic and qualitative content analysis. The findings reveal that the Al-Miftah method enhances students’ understanding of core nahwu principles by providing structured, concise, and visually supported explanations. Students demonstrated improved recognition of grammatical elements such as isim, fi‘il, and harf, accompanied by increased engagement during learning activities. The results also show that the method contributes to measurable improvements in language proficiency across learning cycles, aligning with grammar acquisition theories emphasizing systematic scaffolding and multimodal reinforcement. The study concludes that the Al-Miftah method plays a critical role in strengthening grammar instruction within Islamic secondary education, particularly in contexts where students possess diverse linguistic readiness. The implications encompass theoretical contributions to Arabic grammar pedagogy and practical recommendations for curriculum developers and educators to adopt structured, visually enhanced learning modules. Additionally, this study identifies future research opportunities, including longitudinal analyses and expanded multi-institutional investigations to validate the method’s long-term effectiveness.
Strengthening Reading Literacy and Scientific Inquiry as the Foundation of PAI Teacher Professionalism in the Era of Educational Transformation
This study explores the integration of reading literacy and scientific inquiry as foundational components in enhancing the professionalism of Islamic Religious Education (PAI) teachers amid ongoing educational transformation. Employing a qualitative literature review with a descriptive-analytical approach, the research systematically analyzed 20 peer-reviewed sources—comprising journal articles and scholarly books published between 2016 and 2024. The aim was to examine how the dual pillars of literacy and inquiry contribute to teacher competence in religious education settings. Findings indicate that reading literacy fosters interpretive depth, reflective thinking, and pedagogical clarity, particularly through critical engagement with religious texts. Simultaneously, scientific inquiry strengthens adaptability, informed classroom decision-making, and reflective teaching practices. The synthesis of these competencies not only addresses current pedagogical needs but also aligns epistemologically with core Islamic traditions, especially the principles of qira’ah (deep reading) and tadabbur (contemplative inquiry). A conceptual framework was developed to illustrate the reciprocal relationship between literacy and inquiry in shaping integrated teacher professionalism. This framework positions the teacher as both a reflective practitioner and a lifelong learner, capable of navigating between sacred knowledge and contemporary pedagogical demands. The study concludes that the integration of reading literacy and scientific inquiry provides a holistic and contextually grounded model for PAI teacher development. It offers practical implications for curriculum design, teacher education, and policy formulation, ensuring alignment with both Islamic educational values and 21st-century learning competencies.
The Implementation of the Muhawarah Method in Improving Arabic Speaking Skills at MA NW Dasan Lian
This study aims to improve Arabic speaking skills among students at MA NW Dasan Lian through the implementation of the Muhawarah (dialogue) method. The problem addressed in this research was the students’ low proficiency in speaking Arabic, characterized by limited vocabulary, lack of fluency, and low confidence, primarily due to monotonous teaching methods and minimal speaking practice. The research was conducted using a Classroom Action Research (CAR) design, based on the Kemmis and McTaggart model, which consists of four stages: planning, acting, observing, and reflecting. The study was carried out in two cycles, with each cycle involving three meetings. Data collection methods included classroom observation, pre-tests and post-tests, and documentation. In Cycle I, students showed moderate improvement, with an average pre-test score of 67 and a post-test score of 78. However, many students remained in the "Fair" or "Poor" categories. Adjustments were made in Cycle II, including more interactive teaching, the use of audio materials, and motivational strategies. This resulted in a significant improvement in students’ speaking skills. In Cycle II, the average pre-test score increased to 82 and the post-test score to 83, with most students achieving a "Good" category. The findings demonstrate that the Muhawarah method significantly enhances students’ fluency, confidence, and participation in Arabic language learning. These results support previous studies on dialog-based instruction and highlight the method’s relevance in secondary Islamic educational settings. The study concludes that structured dialogue is a practical and effective approach to Arabic instruction at the secondary level.
The Use of Flashcard Media to Improve Arabic Vocabulary Mastery of Fifth Grade Students at MI Tiwu Lekong
This study aimed to improve Arabic vocabulary (mufradat) mastery among fifth-grade students at MI Tiwu Lekong through the implementation of flashcard media. The study was motivated by the problem of low vocabulary mastery, retention, and student engagement in Arabic lessons, which stemmed from the dominance of traditional lecture-based instruction and the absence of interactive visual aids. This research employed a Classroom Action Research (CAR) approach based on Lewin’s model, which consists of planning, action, observation, and reflection, conducted over two instructional cycles. The sample comprised 25 students, and data were collected through observation, interviews, performance assessments, and documentation. Findings revealed a progressive improvement in students' vocabulary mastery. In the pre-cycle phase, only 44% of students met the Minimum Mastery Criteria (MMC). After the first cycle, 64% of students showed improved performance, and by the second cycle, the mastery level increased to 88%, with 28% of students achieving an “Excellent” classification. The use of flashcards not only enhanced vocabulary retention but also stimulated student motivation and participation. The results suggest that flashcard media is an effective pedagogical tool for Arabic vocabulary acquisition in elementary settings. It supports both receptive and productive language skills and aligns with young learners’ cognitive styles. This study provides practical insights for Arabic language teachers, especially in rural schools, and recommends further exploration of low-cost, interactive media in language instruction.
Internalisasi Nilai-Nilai Akhlaq Dalam Meningkatkan Kesadaran Siswa Terhadap Pemeliharaan Fasilitas Sekolah Di Madrasah Aliyah Zainul Hafidz At-Taufiq Buwun Mas
Penelitian ini bertujuan untuk menganalisis proses internalisasi nilai-nilai akhlaq dalam meningkatkan kesadaran siswa terhadap pemeliharaan fasilitas sekolah di Madrasah Aliyah Zainul Hafidz At-Taufiq Buwun Mas. Latar belakang penelitian didasarkan pada fenomena rendahnya tanggung jawab siswa terhadap sarana dan prasarana sekolah, padahal pendidikan karakter telah menjadi bagian dari kurikulum. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus, di mana data dikumpulkan melalui observasi partisipatif, wawancara mendalam dengan guru dan siswa, dan analisis dokumen terkait. Analisis data mengikuti model interaktif Miles dan Huberman, termasuk pengurangan data, presentasi data, dan verifikasi kesimpulan. Hasil penelitian menunjukkan bahwa internalisasi nilai-nilai akhlaq—seperti tanggung jawab, kepedulian, dan disiplin—belum sepenuhnya terwujud dalam perilaku siswa. Beberapa faktor penghambat termasuk kurangnya pembiasaan yang konsisten, panutan yang lemah dari beberapa pendidik, dan kurangnya sistem pengawasan dan apresiasi. Namun, strategi pembelajaran yang mengintegrasikan contoh, pembiasaan, dan pendekatan kontekstual telah terbukti efektif dalam meningkatkan kesadaran siswa terhadap lingkungan sekolah. Kebaruan penelitian ini terletak pada fokusnya pada pemeliharaan fasilitas fisik sekolah, berbeda dengan penelitian sebelumnya yang lebih banyak berhubungan dengan aspek spiritual atau disiplin umum. Implikasi dari penelitian ini menekankan pentingnya pendekatan holistik dalam pendidikan karakter, melibatkan guru, manajemen sekolah, dan masyarakat untuk menciptakan budaya kepedulian terhadap fasilitas sekolah. Temuan ini dapat menjadi acuan bagi lembaga pendidikan dalam merancang strategi internalisasi nilai-nilai akhlaq yang lebih dapat diterapkan dan berdampak nyata pada perilaku mahasiswa.
Pengaruh Gaya Kepemimpinan dan Budaya Organisasi terhadap Kinerja Guru pada Lembaga Pendidikan Islam(Studi Empiris pada MA NW Senyiur dan MA NW Sepit)
Penelitian ini mengkaji pengaruh gaya kepemimpinan dan budaya organisasi terhadap kinerja guru di lembaga pendidikan Islam, dengan fokus pada MA NW Senyiur dan MA NW Sepit. Menggunakan desain eksplanatori kuantitatif, penelitian ini bertujuan untuk menguji pengaruh parsial maupun simultan dari variabel independen—gaya kepemimpinan dan budaya organisasi—terhadap variabel dependen, yaitu kinerja guru. Data dikumpulkan selama tiga bulan (Maret–Mei 2025) dari 20 guru yang dipilih secara purposif melalui kuesioner berskala Likert. Instrumen divalidasi menggunakan korelasi Pearson Product Moment dan diuji reliabilitasnya dengan Cronbach’s Alpha, yang menunjukkan bahwa seluruh item dinyatakan valid dan reliabel. Analisis regresi linier berganda dilakukan dengan bantuan SPSS versi 26, setelah melalui uji asumsi klasik. Hasil penelitian menunjukkan bahwa gaya kepemimpinan berpengaruh positif dan signifikan terhadap kinerja guru dengan kontribusi sebesar 34,2% (p = 0,019), sementara budaya organisasi memiliki pengaruh individual yang lebih besar sebesar 40,1% (p = 0,008). Secara simultan, kedua variabel menjelaskan 68,4% variansi dalam kinerja guru (R² = 0,684; p < 0,001), menunjukkan bahwa model regresi yang digunakan sangat kuat. Meskipun analisis perbandingan rata-rata menunjukkan bahwa MA NW Senyiur memiliki skor lebih tinggi pada semua variabel dibandingkan MA NW Sepit, perbedaan tersebut tidak signifikan secara statistik. Temuan ini menegaskan pentingnya peran kepemimpinan yang efektif dan budaya organisasi yang mendukung dalam meningkatkan kinerja guru. Studi ini memberikan kontribusi teoretis dan praktis bagi bidang manajemen pendidikan Islam dengan menawarkan wawasan dan rekomendasi untuk pengembangan kepemimpinan strategis dan kelembagaan.
Strategi Diferensiasi Proses pada Pembelajaran PAI di SMAN 1 Gunungsari
Penelitian ini bertujuan untuk mengkaji penerapan strategi diferensiasi proses dalam pembelajaran Pendidikan Agama Islam (PAI) di SMAN 1 Gunungsari, dengan fokus pada efektivitas, faktor pendukung dan penghambat, persepsi pelaku, serta relevansi rancangan terhadap konteks lokal. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan desain studi kasus intrinsik. Subjek penelitian terdiri dari tiga guru PAI dan 15 siswa kelas XI yang dipilih melalui teknik purposive dan maximum variation sampling. Data dikumpulkan melalui observasi partisipatif, wawancara mendalam, dan analisis dokumen, lalu dianalisis menggunakan model tematik Braun & Clarke. Hasil penelitian menunjukkan bahwa strategi diferensiasi proses diterapkan melalui tiga pendekatan utama: learning stations, tiered activities, dan choice boards. Pendekatan ini berhasil meningkatkan partisipasi aktif, motivasi, dan hasil belajar siswa. Faktor pendukung meliputi komitmen guru, fleksibilitas ruang kelas, dan kolaborasi antar guru, sementara faktor penghambat mencakup keterbatasan waktu, alat peraga, serta belum adanya SOP diferensiasi PAI. Persepsi guru dan siswa terhadap strategi ini umumnya positif, dengan peningkatan rasa dihargai dan efektivitas asesmen. Rancangan diferensiasi juga telah disesuaikan dengan budaya lokal, seperti kisah tokoh Sunda dan proyek berbasis batik atau lagu religi. Penelitian ini menyimpulkan bahwa strategi diferensiasi proses efektif diterapkan dalam pembelajaran PAI yang inklusif, namun memerlukan dukungan struktural dan pelatihan guru. Hasil ini memberikan kontribusi terhadap pengembangan praktik diferensiasi yang kontekstual dan responsif dalam pendidikan agama di sekolah menengah.
KLASIFIKASI DILALAH: ANALISIS DESKRIPTIF ATAS METODE PENUNJUKAN MAKNA DALAM ISTINBAT HUKUM ISLAM
This study examines the concept of dilalah in the perspective of Islamic law with a focus on the classification of dilalah as a method of indicating meaning in legal istinbat. Usul fiqh scholars define this discipline through two main approaches. First, the approach based on the structure of the wording (takribi idlafi), namely "ushul" and "fiqh". Second, the approach that understands ushul fiqh as a science that stands alone without looking at the composition of the words that form it. Etymologically, the word ushul is the plural form of ashl, which means "foundation" in both material and non-material aspects. While terminologically, ashl has five main meanings: (1) Legal basis (al-dalil), as in the statement that "the ashl of the obligation to pray is the Qur'an and Al-Sunnah", which shows that the dalil is the legal basis; (2) The foundation or basic principle (al-qa'idah al-kulliyah), as in the Prophet's statement which states that "Islam is built on five foundations (khamsatu ushul)", where ushul in this context means the basic principle; (3) The strongest (al-rajih), as in the ushuliyah rule "al-ashl fi al-kalam al-haqiqah", which means that the true meaning of a phrase is prioritized over the figurative meaning; (4) Branch or part (al-maqis alayh), as in the expression "al-khamr ashl li al-nabidz", which shows that khamar is the basis of analogy for the prophetz in terms of its prohibition due to its intoxicating nature; and (5) The application of the original law as long as there is no evidence that changes it (al-mustashhab), as in the rule "al-ashl al-thaharah", which stipulates that a person who has performed ablution remains in a state of purity until there is evidence that shows otherwise. This study uses a library research method with a descriptive-analytical approach, where data is collected from various classical and contemporary literature in the field of ushul fiqh to analyze how the concept of dilalah is used in determining Islamic law. The results of the study indicate that the first meaning, namely the legal basis (al-dalil), is the most commonly used meaning in the discipline of ushul fiqh and has important implications in the process of legal istinbat.
Copyright (c) 2024 Journal of Education, Teaching, and Learning
STRATEGI PENINGKATAN KUALITAS PEMBELAJARAN PENDIDIKAN AGAMA ISLAM; STUDI LAPANGAN DI MIS NURUL MUHSININ BATUJAI
This study aims to analyze strategies to improve the quality of Islamic Religious Education (PAI) learning at MIS Nurul Muhsinin Batujai. Various challenges such as limited learning methods, lack of innovation in learning media, and low parental participation are obstacles in improving the quality of learning. This study uses a qualitative approach with a field study method. Data collection techniques include observation, interviews, and documentation. The research subjects consisted of the head of the madrasah, PAI teachers, students, and parents as parties who play a role in supporting PAI learning. Data analysis was carried out through data reduction, data presentation, and drawing conclusions. The results of the study indicate that the strategy to improve the quality of PAI learning at MIS Nurul Muhsinin Batujai involves several aspects, including: the use of active learning methods such as interactive lectures, discussions, and worship practices; the use of technology-based learning media to increase student interest in learning; and strengthening parental involvement in supporting learning at home. In addition, improving teacher competence through training and workshops is also an important factor in increasing the effectiveness of PAI learning. This study confirms that the implementation of a comprehensive strategy, including innovation in learning methods, strengthening the role of teachers and parents, and utilizing relevant learning media, can improve the quality of Islamic Religious Education learning at MIS Nurul Muhsinin Batujai
ANALYSIS OF THE LEARNING ENVIRONMENT IN ISLAMIC EDUCATION LEARNING AT SMAN 1 GUNUNGSARI
This study explores the learning environment in Islamic Religious Education (IRE) at SMAN 1 Gunungsari, aiming to evaluate how various components such as infrastructure, teacher competence, curriculum, and learning resources influence the effectiveness of the learning process. The research employs a qualitative case study approach, utilizing observation, interviews, and document analysis to gather data from Islamic Education teachers and students. Key findings reveal that the integration of character education and the application of the TPACK (Technological Pedagogical Content Knowledge) framework have positively impacted the learning environment. However, challenges such as insufficient infrastructure, including a lack of comprehensive religious texts in the library and inadequate classroom facilities, remain. Despite these limitations, the learning environment fosters an interactive and engaging atmosphere, with teachers effectively utilizing available resources and integrating technology into the curriculum. The study suggests that improvements in infrastructure and teacher professional development, particularly in diversifying pedagogical approaches, are essential for further enhancing the quality of Islamic Education. These findings contribute to the ongoing effort to optimize the learning environment in Islamic Education and provide practical recommendations for future improvements.
EVALUASI PENDIDIKAN ISLAM DALAM AL-QUR'AN DAN AL-HADIST
Penelitian ini bertujuan untuk mengevaluasi prinsip-prinsip pendidikan Islam yang terdapat dalam Al-Qur'an dan Al-Hadis dalam konteks pembelajaran modern. Evaluasi pendidikan Islam memiliki peran penting dalam mengukur keberhasilan pembelajaran yang mencakup aspek kognitif, afektif, dan moral. Selain itu, evaluasi juga memberikan umpan balik yang berguna untuk perbaikan berkelanjutan dalam proses pendidikan. Metode yang digunakan dalam penelitian ini adalah kajian literatur dengan pendekatan kualitatif, di mana berbagai prinsip yang terkandung dalam Al-Qur'an dan Al-Hadis dianalisis untuk memahami bagaimana prinsip-prinsip tersebut diterapkan dalam evaluasi pendidikan Islam masa kini. Hasil penelitian menunjukkan bahwa evaluasi pendidikan Islam harus berlandaskan pada prinsip Tauhid, keseimbangan antara aspek spiritual dan material, serta keadilan dalam pelaksanaannya. Evaluasi yang efektif perlu mencakup pendekatan yang komprehensif dan berkelanjutan, dengan memanfaatkan teknologi untuk meningkatkan efektivitas pembelajaran sesuai dengan perkembangan zaman. Salah satu temuan utama adalah perlunya integrasi evaluasi berbasis teknologi untuk mendukung proses pembelajaran yang lebih efektif dan relevan dengan tantangan zaman. Kesimpulannya, evaluasi pendidikan Islam harus mencakup lebih dari sekadar penilaian akademik, tetapi juga melibatkan pembentukan karakter dan penguatan iman peserta didik, sejalan dengan ajaran Al-Qur'an dan Al-Hadis. Penelitian ini menyarankan pengembangan sistem evaluasi yang lebih holistik dan terintegrasi dengan prinsip-prinsip Islam, serta optimalisasi penggunaan teknologi dalam proses evaluasi untuk mencapai tujuan pendidikan yang lebih komprehensif dan menyeluruh.
Metode Pembelajaran Pendidikan Islam Yang Relevan Di Era Disrupsi
Penelitian ini bertujuan untuk mengkaji metode pembelajaran pendidikan Islam yang relevan di era disrupsi dengan menganalisis integrasi antara pendekatan tradisional, prinsip-prinsip Qurani, dan pemanfaatan teknologi digital. Latar belakang dari penelitian ini adalah tuntutan terhadap dunia pendidikan Islam untuk mampu beradaptasi dengan perkembangan teknologi serta tetap menjaga esensi nilai-nilai Islam. Penelitian ini menggunakan pendekatan kualitatif melalui studi literatur, dengan menganalisis berbagai sumber akademik seperti jurnal, buku, dan dokumen terkait yang relevan. Data dianalisis secara tematik untuk menemukan pola-pola integratif dalam penerapan metode pembelajaran. Hasil penelitian menunjukkan bahwa metode tradisional seperti ceramah dan diskusi masih relevan jika dikontekstualisasikan dengan media dan kebutuhan digital. Sementara itu, prinsip-prinsip Qurani seperti hikmah, qiṣṣah, dan mau‘iẓah menjadi fondasi etis dan spiritual yang memperkaya pembelajaran. Inovasi teknologi seperti pembelajaran daring, aplikasi mobile, dan pendekatan berbasis proyek juga dinilai efektif dalam mendukung pembelajaran yang fleksibel dan kolaboratif. Integrasi ketiga pendekatan tersebut menghasilkan model pembelajaran Islam yang adaptif, bermakna, dan aktif. Penelitian ini memberikan kontribusi teoritis dan praktis terhadap pengembangan strategi pembelajaran Islam di era digital. Temuan ini diharapkan menjadi dasar pengembangan kurikulum dan pelatihan guru di lingkungan pendidikan Islam.
Proses Manusia Belajar Menurut Al-Qur'an: Perspektif Neurosains Dan Relevansinya Dalam Pendidikan
Penelitian ini bertujuan untuk mengkaji proses belajar manusia berdasarkan perspektif Al-Qur’an dan menghubungkannya dengan temuan dalam ilmu neurosains, serta menganalisis relevansinya dalam pengembangan pendidikan Islam yang holistik. Kajian ini menggunakan pendekatan kualitatif-deskriptif dengan desain studi pustaka sistematis. Literatur yang digunakan dipilih secara purposif dari database ilmiah dan sumber akademis terbitan 10 tahun terahir, kemudian dianalisis menggunakan teknik analisis isi tematik. Temuan utama menunjukkan bahwa proses belajar dalam Al-Qur’an mencakup tiga tahapan integral: pengamatan dan persepsi, penalaran dan refleksi, serta internalisasi dan aplikasi. Ketiga tahapan ini terbukti relevan dengan fungsi-fungsi otak sebagaimana dijelaskan dalam neurosains, seperti aktivitas korteks sensorik, prefrontal, dan limbik. Hasil penelitian ini memberikan kontribusi teoretis dalam memperkuat wacana neurosains spiritual, serta memiliki implikasi praktis dalam pengembangan kurikulum pendidikan Islam yang menyatukan aspek kognitif, afektif, dan spiritual. Penelitian ini juga menekankan perlunya kurikulum yang berorientasi pada fitrah manusia melalui integrasi nilai-nilai Qur’ani dan sains modern. Studi ini merekomendasikan penelitian lanjutan dengan pendekatan empiris untuk menguji model pembelajaran integratif secara langsung dalam konteks kelas.
Menemukan Keseimbangan Antara Teori Dan Praktik Dalam Desain Pembelajaran Yang Efektif
Pembelajaran matematika yang efektif menuntut keseimbangan antara teori dan praktik guna menjawab tantangan pendidikan abad ke-21. Penelitian ini bertujuan untuk mengeksplorasi bagaimana pendekatan konstruktivisme dan model kelas terbalik (flipped classroom) dapat diintegrasikan dalam desain pembelajaran matematika yang efektif. Pendekatan yang digunakan dalam penelitian ini adalah kualitatif dengan metode kajian pustaka (library research). Data dikumpulkan melalui telaah literatur dari artikel jurnal nasional dan internasional, serta buku ilmiah dalam sepuluh tahun terakhir yang relevan dengan topik integrasi teori dan praktik dalam desain instruksional. Hasil penelitian menunjukkan bahwa teori konstruktivisme memberikan landasan konseptual bagi pembelajaran yang berpusat pada siswa melalui aktivitas reflektif dan kolaboratif. Sementara itu, pendekatan flipped classroom menawarkan kerangka praktis dengan memindahkan proses pemberian materi ke luar kelas dan memanfaatkan waktu tatap muka untuk kegiatan yang lebih eksploratif dan aplikatif. Integrasi keduanya mendorong keterlibatan siswa secara aktif dalam memahami konsep matematika serta membangun makna secara mandiri. Temuan ini juga menekankan pentingnya desain pembelajaran adaptif dan berbasis teori untuk mendukung pengambilan keputusan instruksional yang efektif oleh guru. Dengan demikian, penelitian ini berkontribusi dalam memperluas wawasan teoritis dan praktis mengenai desain pembelajaran yang seimbang dan kontekstual, serta menjadi referensi bagi pengembangan model pembelajaran pasca-pandemi yang lebih responsif terhadap kebutuhan peserta didik