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 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
STRATEGI DESAIN PEMBELAJARAN BERBASIS GAMIFIKASI UNTUK MENINGKATKAN MOTIVASI SISWA
Penelitian ini bertujuan untuk menyusun strategi desain pembelajaran berbasis gamifikasi yang dapat meningkatkan motivasi siswa. Pendekatan yang digunakan dalam penelitian ini adalah kajian teori (literature review) dengan menganalisis berbagai teori dan penelitian terdahulu mengenai gamifikasi pendidikan dan motivasi belajar. Data sekunder yang digunakan berupa artikel jurnal, buku, dan laporan penelitian yang relevan, yang dikumpulkan dan dianalisis untuk mengidentifikasi elemen-elemen penting dalam gamifikasi, seperti mekanika permainan, dinamika permainan, dan estetika permainan. Penelitian ini juga menghubungkan elemen gamifikasi dengan teori motivasi, seperti Self-Determination Theory (SDT) dan ARCS Motivation Model, untuk memahami bagaimana gamifikasi dapat mempengaruhi motivasi siswa. Hasil analisis menunjukkan bahwa gamifikasi dapat meningkatkan motivasi siswa dengan cara menciptakan pembelajaran yang interaktif dan menyenangkan. Elemen-elemen seperti poin, level, tantangan, penghargaan, dan umpan balik berperan penting dalam meningkatkan keterlibatan siswa dalam proses pembelajaran. Model yang dihasilkan memberikan kontribusi signifikan dalam merancang pembelajaran yang lebih menarik dan memotivasi siswa. Pembelajaran berbasis gamifikasi tidak hanya membuat siswa belajar dengan cara yang menyenangkan tetapi juga memungkinkan mereka untuk mengembangkan keterampilan kognitif, sosial, dan emosional. Penelitian ini memberikan wawasan yang berharga mengenai penerapan gamifikasi dalam pendidikan, yang dapat meningkatkan keterlibatan dan hasil belajar siswa secara keseluruhan. Dengan demikian, penerapan gamifikasi dapat menjadi solusi efektif untuk menciptakan pembelajaran yang lebih menarik dan berdampak pada motivasi siswa.
PENDEKATAN INOVATIF DALAM MODEL PEMBELAJARAN BERDASARKAN TEORI PEMBELAJARAN: INTEGRASI KONSEP DAN PRAKTIK
Perkembangan teknologi dan perubahan sosial telah mendorong transformasi pendidikan yang menuntut inovasi dalam pendekatan pembelajaran untuk memenuhi kebutuhan siswa yang semakin beragam. Penelitian ini bertujuan untuk mengeksplorasi pendekatan pembelajaran inovatif, merancang model pembelajaran berpusat pada siswa, menguji keefektifannya, serta merumuskan strategi implementasi berkelanjutan. Dengan menggunakan pendekatan kualitatif dan studi literatur sebagai metode utama, analisis data dilakukan melalui proses coding, categorizing, dan interpreting untuk mengidentifikasi pola dari berbagai sumber pustaka. Hasil penelitian mengidentifikasi lima pendekatan inovatif utama: Project Based Learning, Daring Method, Luring Method, Integrated Curriculum, dan Blended Learning. Pendekatan-pendekatan tersebut dirancang menjadi model pembelajaran interaktif yang sesuai dengan karakteristik dan gaya belajar siswa. Uji coba menunjukkan hasil yang signifikan, yaitu peningkatan minat siswa sebesar 85%, kreativitas sebesar 78%, dan partisipasi aktif sebesar 60%. Sebagai upaya implementasi yang berkelanjutan, penelitian ini merekomendasikan pelatihan guru secara berkala, penyediaan infrastruktur teknologi, dan evaluasi rutin untuk meningkatkan efektivitas model pembelajaran. Temuan ini memberikan kontribusi penting dalam menciptakan pembelajaran yang interaktif, relevan, dan adaptif terhadap kebutuhan siswa. Selain itu, penelitian ini juga menjadi acuan strategis dalam pengembangan inovasi pendidikan yang responsif terhadap dinamika teknologi dan sosial di masa depan.
Membangun Landasan Teori Integrasi Ontologi dan Epistemologi dalam Desain Pembelajaran PAI
Artikel ini mengkaji pendekatan sistem dan model desain pembelajaran Pendidikan Agama Islam yang krusial bagi guru dalam menciptakan lingkungan belajar inovatif di era globalisasi. Menggunakan pendekatan kualitatif, artikel ini menganalisis penerapan integrasi teknologi, pedagogi, dan konten dalam kerangka Technological Pedagogical Content Knowledge untuk meningkatkan literasi informasi siswa. Analisis tersebut menyoroti tuntutan bagi guru PAI untuk merancang dan mengembangkan pembelajaran yang memanfaatkan teknologi secara efektif, selaras dengan kurikulum dan kebutuhan siswa di era digital. Perkembangan teknologi informasi dan komunikasi menuntut transformasi signifikan dalam proses pembelajaran, termasuk pembelajaran PAI. Guru PAI perlu mengadopsi pendekatan dan model pembelajaran yang inovatif dan responsif terhadap perkembangan teknologi. Penguasaan TPACK menjadi penting bagi guru PAI agar dapat mengintegrasikan teknologi secara optimal dalam proses pembelajaran. TPACK merupakan kerangka kerja yang mengintegrasikan pengetahuan tentang teknologi, pedagogi, dan konten untuk menciptakan pengalaman belajar yang efektif dan bermakna. Penelitian ini menunjukkan bahwa guru PAI perlu mengembangkan kompetensi dalam memilih dan memanfaatkan teknologi yang tepat, merancang strategi pembelajaran yang interaktif dan berbasis teknologi, serta mengintegrasikan konten PAI dengan sumber belajar digital yang relevan. Pemanfaatan teknologi dalam pembelajaran PAI diharapkan dapat meningkatkan literasi informasi siswa, memfasilitasi pembelajaran yang lebih menarik dan interaktif, serta memperluas akses siswa terhadap sumber belajar yang beragam. Selain itu, integrasi teknologi dalam pembelajaran PAI juga dapat membantu siswa mengembangkan keterampilan abad ke-21, seperti berpikir kritis, memecahkan masalah, berkolaborasi, dan berkomunikasi secara efektif.
Pemanfaatan Teori Cognitive Load Dalam DesainPembelajaran Berbasis Multimedia
Penggunaan multimedia dalam pembelajaran modern memiliki potensi besar untuk meningkatkan kualitas pembelajaran, tetapi juga dapat menimbulkan kelebihan beban kognitif jika tidak dirancang dengan baik. Penelitian ini mengkaji pemanfaatan Teori Cognitive Load (CLT) dalam desain pembelajaran berbasis multimedia untuk meminimalkan extraneous load dan memaksimalkan germane load. Pendekatan kualitatif dengan desain deskriptif-analitis digunakan dalam penelitian ini, melibatkan wawancara, observasi, dan analisis dokumen dengan pendidik, pengembang konten, dan siswa sebagai subjek penelitian. Hasil penelitian menunjukkan bahwa sebagian besar pendidik telah menerapkan beberapa prinsip CLT, seperti segmentasi dan signaling, namun masih terdapat elemen redundansi dan ketidakefisienan dalam desain multimedia. Siswa merespons positif penggunaan multimedia berbasis CLT, dengan peningkatan motivasi, pemahaman konsep, dan retensi informasi. Tantangan yang diidentifikasi meliputi keterbatasan infrastruktur teknologi, kurangnya pelatihan pendidik, dan kompleksitas dalam pembuatan konten multimedia berbasis CLT. Penelitian ini menyimpulkan bahwa penerapan CLT dalam desain multimedia dapat meningkatkan efektivitas pembelajaran, meskipun diperlukan langkah-langkah seperti pelatihan khusus bagi pendidik dan penyediaan alat pendukung untuk mengatasi kendala implementasi. Dengan penerapan yang tepat, pembelajaran berbasis multimedia berbasis CLT dapat menjadi solusi inovatif dalam meningkatkan kualitas pendidikan di era digital.
KONSEP TAZKIYAH DALAM AL-QUR’AN DAN AL-HADITS
Tazkiyah dalam Al-Qur'an dan Hadits adalah konsep yang sangat penting yang berfokus pada pembersihan jiwa dari segala keburukan dan pengembangan sifat-sifat mulia yang mendekatkan diri pada Allah. Penelitian ini bertujuan untuk mengungkapkan pemahaman mengenai konsep tazkiyah dalam Al-Qur'an dan Hadits serta dampaknya dalam kehidupan sehari-hari. Metode yang digunakan dalam penelitian ini adalah kajian literatur dengan pendekatan tafsir dan hadis, yang menganalisis ayat-ayat Al-Qur'an dan hadis-hadis yang berhubungan dengan tazkiyah. Hasil penelitian menunjukkan bahwa tazkiyah mencakup dua dimensi utama, yaitu at-tathir (pembersihan) dan an-numu (pertumbuhan), yang keduanya berkontribusi pada kesuksesan spiritual. Selain itu, tazkiyah juga sangat terkait dengan praktik ibadah dalam Islam seperti shalat, zakat, dan puasa, yang berfungsi sebagai sarana untuk membersihkan jiwa dari sifat-sifat tercela. Tazkiyah memiliki peran penting dalam pembentukan karakter melalui pendidikan Islam, yang tidak hanya melibatkan pengajaran teori tetapi juga penerapan nilai-nilai akhlak dalam kehidupan sehari-hari. Di era modern, tazkiyah memberikan panduan moral yang relevan untuk menghadapi tantangan sosial dan digital, membantu membentuk individu yang memiliki karakter kuat, jujur, dan bertanggung jawab. Kesimpulannya, tazkiyah adalah konsep integral yang tidak hanya berfokus pada pembersihan jiwa, tetapi juga pada pengembangan akhlak dan kontribusi sosial, yang pada akhirnya membentuk pribadi yang mulia dan masyarakat yang lebih baik.
THE INFLUENCE OF ISLAMIC EDUCATION TEACHERS’ LEADERSHIP ON STUDENTS’ DISCIPLINE AT MTs DARUL AITAM JEROWARU
This study examines the influence of Islamic Education (PAI) teachers’ leadership on students’ discipline at MTs Darul Aitam Jerowaru. Education plays a crucial role in shaping individual behavior, with teachers serving as pivotal figures in fostering discipline and character development. Using a quantitative, descriptive correlational design, the research involved 28 students from Class 7A selected through purposive sampling. Data collection utilized a Likert-scale questionnaire to measure the relationship between PAI teachers’ leadership and students’ discipline, analyzed through descriptive and inferential statistical methods. The results indicate a significant positive relationship (r = 0.68) between the two variables. PAI teachers demonstrated leadership qualities such as consistency, firmness, and exemplary behavior, which positively impacted students' adherence to rules. Personalized approaches, discussions, and worship simulations emerged as effective strategies in promoting discipline and active student participation. These findings align with previous research emphasizing the importance of leadership in religious education for character development. The study suggests practical implications, including the need for teacher training programs to enhance leadership skills in classroom management, religious value integration, and effective communication. Theoretically, it highlights religious-based leadership as an effective approach for fostering discipline in Islamic education. However, limitations include a restricted sample size and reliance on subjective perceptions, suggesting future studies with broader scope and varied methodologies. These findings underscore the vital role of teacher leadership in nurturing disciplined and holistic student development.
THE EFFECTIVENESS OF AUDIOVISUAL MEDIA IN ISLAMIC RELIGIOUS EDUCATION (PAI) LEARNING AT SD NEGERI 2 BUNGTIANG
The study explores the effectiveness of audiovisual media in enhancing students' learning outcomes in Islamic Religious Education (PAI) at SD Negeri 2 Bungtiang. The primary aim was to assess whether audiovisual tools improve student engagement, comprehension, and retention in PAI lessons. A quasi-experimental design was used, with an experimental group (16 students) receiving audiovisual-based instruction and a control group (15 students) receiving traditional teaching. The results show a significant improvement in the posttest scores of the experimental group (mean = 78.58), while the control group demonstrated modest gains (mean = 59.45). The study concludes that audiovisual media significantly enhances learning outcomes by improving student engagement and comprehension. The research recommends the integration of diverse audiovisual content, investment in technological tools, and teacher training to optimize learning. These findings contribute to the advancement of Islamic education by promoting innovative teaching strategies. Future research could explore the long-term impacts of audiovisual media and its effectiveness across different educational contexts.
THE ROLE OF TEACHERS IN ENHANCING STUDENTS' UNDERSTANDING OF FIQH MATERIAL AT MA MUALLIMIN NW GUNUNG RAJAK
This study investigates the role of teachers in enhancing students' understanding of Fiqh material at MA Muallimin NW Gunung Rajak. This study used a descriptive quantitative approach The research design was a survey, with data collected through questionnaires. The data were analyzed using descriptive quantitative methods, calculating frequencies and percentages for each student response. The findings reveal that 85% of students appreciated the detailed explanations and relatable examples provided by teachers, which facilitated the practical application of Fiqh in daily life. Furthermore, 78% of students reported increased motivation due to their teachers' active encouragement. Effective teaching strategies identified included group discussions (82%), question-and-answer sessions (76%), and contextual approaches (70%). Supporting factors such as student motivation (83%), engaging learning media (75%), and varied teaching methods (80%) significantly enhanced the learning process. However, challenges such as limited instructional time (67%) and insufficient learning resources (60%) were noted, affecting the overall effectiveness of Fiqh instruction. The study highlights the importance of pedagogical competence in religious education, recommending the integration of additional learning resources and extended instructional time to address existing challenges. These findings provide valuable insights for educators and school administrators in improving the quality of Fiqh education.
IMPROVING CHILDREN'S FINE MOTOR SKILLS THROUGH CUTTING ACTIVITIES IN GROUP A AT TK AMANAH MANDIRI MATTIRO DECENG
This study aims to develop fine motor skills in early childhood through cutting activities. Cutting activities are beneficial for training eye-hand coordination, hand muscle strength, and concentration. While cutting, children's fingers move according to the shapes being cut, which helps prepare them for writing, particularly in pencil grip. This research employs a Classroom Action Research (CAR) methodology consisting of two cycles: Cycle I and Cycle II. Each cycle involves several stages, including planning, implementation, observation, and reflection. The study was motivated by the fact that 7 out of 10 children in Group A at TK Amanah Mandiri Mattiro Deceng experienced difficulties in cutting activities. The subjects of this study were 10 children aged 4 to 5 years in Group A at TK Amanah Mandiri Mattiro Deceng. The data collection techniques used in this study included observation through direct monitoring, performance evaluation, and documentation. Improvement in children's fine motor skills was measured based on their accuracy in cutting according to patterns. The improvement was evident from the initial condition, where the average performance was 50%, increasing to 78% in Cycle I and reaching 85% in Cycle II. The findings of this research indicate that cutting activities effectively enhance the fine motor skills of children in Group A at TK Amanah Mandiri Mattiro Deceng in 2024.
A Critical Review on the Effectiveness of Using Various Play Methods to Enhance Cognitive Development in Early Childhood
This critical review examines the effectiveness of using various play methods to enhance cognitive development in early childhood. Employing a qualitative literature review approach, this study analyzes peer-reviewed research focused on children aged 2–6 years, selected through systematic checklists and sourced from academic databases such as Google Scholar, JSTOR, and ERIC. Thematic analysis was conducted to identify cognitive benefits associated with different types of play, including role-playing, puzzles, and educational technology. Findings indicate that structured play activities—such as number card games and logic puzzles—significantly support cognitive growth, particularly in numeracy and problem-solving, with some methods demonstrating up to 100% achievement in targeted learning outcomes. In contrast, less structured activities, such as Lego play, showed minimal impact on symbolic thinking among 4–5-year-old children. The review highlights that the effectiveness of play methods varies based on the nature of the activity and the child's developmental stage. These insights offer valuable implications for educators and curriculum developers in designing play-based strategies tailored to specific cognitive goals. Future studies are encouraged to investigate the long-term impact and cross-context adaptability of these play interventions in diverse early childhood education settings.
THE EFFECT OF THE COMMUNICATIVE APPROACH ON IMPROVING ARABIC GRAMMAR COMPREHENSION AMONG 12TH-GRADE STUDENTS AT MA NAHDLATUL SHAUFIAH WANASABA
This study investigated the effect of the communicative approach on improving Arabic grammar comprehension among 12th-grade students at MA Nahdlatul Shaufiah Wanasaba. The primary aim was to evaluate whether this teaching method enhanced students' understanding of Arabic grammar more effectively than traditional methods. The research employed a quantitative method with a quasi-experimental design, involving two groups: an experimental group taught with the communicative approach and a control group instructed using conventional methods. The sample consisted of 47 students selected through purposive sampling. Data were collected using pre-tests and post-tests to measure grammar comprehension before and after the intervention. The results showed that the experimental group exhibited a significant improvement in grammar understanding, with an average score increase of 14.7 points, compared to a 5.4-point increase in the control group. This significant difference demonstrated the effectiveness of the communicative approach in engaging students and enhancing their practical application of language skills. The findings suggested that this approach not only improved students' grammar comprehension but also encouraged active participation in learning, making it a beneficial tool in language education. Furthermore, this study's results highlighted the potential for communicative methods to be integrated into Arabic language instruction to improve overall educational outcomes. Future research should explore the broader applicability of this approach, particularly in different school settings and over a longer period. This study made a valuable contribution to the field by showcasing the effectiveness of innovative teaching strategies in enhancing language acquisition.
THE ROLE OF TAHFIDZ TEACHERS IN DEVELOPING AL-QUR'AN MEMORIZATION AMONG STUDENTS AT PONDOK QUR'AN DAKWAH NW MONTONG MAS, LEPAK TIMUR
The objectives of this research are to determine the role of Tahfidz teachers in developing Al-Qur'an memorization among students at Pondok Qur'an Dakwah NW Montong Mas and to identify the supporting and inhibiting factors faced by Tahfidz teachers in this process. This research employs a qualitative approach. The data collection methods used are observation, interviews, and documentation. The findings regarding the role of Tahfidz teachers in developing Al-Qur'an memorization among students at Pondok Qur'an Dakwah NW Montong Mas Desa Lepak Timur include: shaping students to improve in terms of morals and behavior, being responsible for disciplining students to become compliant and able to memorize and maintain their Al-Qur'an memorization accurately, acting as a second parent to the students, providing motivation to students, guiding students in managing their time effectively. The supporting factors for Tahfidz teachers in developing Al-Qur'an memorization among students at Pondok Dakwah NW Montong Mas are the direct support from the headmaster and the enthusiasm of the students in participating in Qur'an memorization activities, as well as the graduation ceremony at the end of the semester which motivates students to be more diligent in memorizing the Al-Qur'an. The inhibiting factors include some students who are still not fluent in reading the Al-Qur'an due to the lack of cooperation between the homeroom teachers and the Tahfidz teachers
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