Islamic junior high school students

This study is a survey research that aims to determine students’ critical thinking skills in science learning at Madrasah Tsanawiyah (MTs) in Somba Opu District during the 2024/2025 academic year. The population of this study consisted of eighth-grade students totaling 229 students. The sample included 146 students from three schools: MTs Aisyiyah Sungguminasa 47 students, MTs Madani Pao-pao 87 students, and MTs Guppi Samata with 12 students. The indicators of critical thinking skills analyzed consisted of five aspects: providing simple explanations, building basic skills, drawing conclusions, providing further explanations, and organizing strategies and tactics. The data collection technique used was a critical thinking ability test in the form of multiple-choice questions, and the data were analyzed using descriptive statistical analysis. The results show that students’ critical thinking skills in science learning at MTs in Somba Opu District are categorized as low, with an average score of 7.40. The percentage of achievement shows that providing simple explanations reached 42.61% (fair), building basic skills reached 39.72% (low), drawing conclusions reached 31.41% (low), providing further explanations reached 41.93% (fair), and organizing strategies and tactics reached 27.33% (low). These results indicate that students’ critical thinking skills need improvement.

Understanding dynamic electricity is important because students often experience difficulties in understanding the relationships among electric current, voltage, and resistance in series and parallel circuits. This study aimed to analyze changes in students’ conceptual understanding before and after learning with the Physics Education Technology (PhET) virtual laboratory supported by student worksheets (LKPD), test the statistical significance of these changes, and determine the magnitude of improvement. The study employed a quantitative approach using a one-group pretest-posttest design without a comparison group. The participants were 20 eighth-grade students at MTs Alkhairaat Biromaru. Data were collected through conceptual understanding tests administered before and after instruction and an observation checklist assessing implementation. The data were analyzed using descriptive statistics, a paired-samples t-test, and N-Gain. The results showed that the mean score increased from 43.75 to 53.75, with a statistically significant difference (t(19) = −5.210; p < 0.001). Cohen’s dz was 1.17, indicating a large effect size, whereas the N-Gain of 0.18 was categorized as low. All instructional stages were implemented as planned. Thus, students’ scores increased following the intervention; however, the effectiveness of PhET supported by LKPD cannot be conclusively established without a comparison group. Future research should include a comparison group and a longer instructional period. ABSTRAK Pemahaman konsep listrik dinamis penting dikembangkan karena peserta didik sering mengalami kesulitan memahami hubungan antara arus, tegangan, dan hambatan dalam rangkaian seri maupun paralel. Penelitian ini bertujuan menganalisis perubahan pemahaman konsep peserta didik sebelum dan sesudah pembelajaran menggunakan laboratorium virtual Physics Education Technology (PhET) berbantuan Lembar Kerja Peserta Didik (LKPD), menguji signifikansi perubahannya, serta menentukan besarnya peningkatan. Penelitian menggunakan pendekatan kuantitatif dengan desain one-group pretest-posttest tanpa kelas pembanding. Subjek penelitian terdiri atas 20 peserta didik kelas VIII MTs Alkhairaat Biromaru. Data dikumpulkan melalui tes pemahaman konsep sebelum dan sesudah pembelajaran serta lembar observasi keterlaksanaan kegiatan. Data dianalisis menggunakan statistik deskriptif, uji-t berpasangan, dan N-Gain. Hasil penelitian menunjukkan bahwa rata-rata skor meningkat dari 43,75 menjadi 53,75, dengan perbedaan yang signifikan secara statistik (t19 = −5,210; p < 0,001). Ukuran efek Cohen’s dz sebesar 1,17 termasuk kategori besar, sedangkan N-Gain sebesar 0,18 termasuk kategori rendah. Seluruh tahapan pembelajaran terlaksana sesuai rencana. Dengan demikian, terdapat peningkatan skor setelah pembelajaran, tetapi efektivitas PhET berbantuan LKPD belum dapat dipastikan tanpa kelas pembanding. Penelitian selanjutnya disarankan melibatkan kelas pembanding dan durasi pembelajaran yang lebih panjang.

Discipline in memorizing the Qur’an is an important aspect of the tahfiz program because students are required to be consistent in memorizing, reviewing, and maintaining their memorization. In its implementation, students have different levels of motivation, memorization ability, and readiness to submit their memorization. Some students are still reluctant to submit their memorization, lack focus during learning activities, or experience difficulties in maintaining consistency. Therefore, teacher strategies are needed to support students in developing discipline in memorizing the Qur’an. This study aims to describe the strategies applied by teachers to improve discipline in Qur’an memorization among eighth-grade students in the tahfiz program at MTs Assa’adah II Bungah Gresik, the impact of these strategies, and the supporting and inhibiting factors in their implementation. This research employed a qualitative approach with a descriptive research design. Data were collected through observation, interviews, and documentation. The data were analyzed using the interactive model of Miles and Huberman through data condensation, data display, and conclusion drawing and verification. The findings indicate that teachers applied strategies including setting memorization targets according to students’ abilities, habituating muroja’ah, providing examples, and giving motivation and guidance to students. The strategies had an impact on students’ discipline in maintaining memorization, conducting muroja’ah, managing their time, and achieving memorization targets. Supporting factors included a conducive learning environment, students’ intrinsic motivation, parental support, and teacher guidance and motivation. Inhibiting factors included fluctuating student motivation, differences in memorization abilities, lack of readiness for memorization submission, and distractions during learning activities. These findings indicate that teacher strategies play a role in supporting the development of students’ discipline and consistency in Qur’an memorization.

انضباط در حفظ قرآن یکی از جنبه‌های مهم برنامهٔ تحفیظ است، زیرا از دانش‌آموزان انتظار می‌رود در حفظ، مرور و نگهداری محفوظات خود استمرار داشته باشند. در اجرای این برنامه، دانش‌آموزان دارای سطوح مختلفی از انگیزه، توانایی حفظ و آمادگی برای ارائهٔ محفوظات خود هستند. برخی دانش‌آموزان همچنان در ارائهٔ محفوظات خود تردید دارند، در فعالیت‌های یادگیری تمرکز کافی ندارند یا در حفظ استمرار با دشواری مواجه می‌شوند. بنابراین، به کارگیری راهبردهای معلمان برای حمایت از دانش‌آموزان در توسعهٔ انضباط در حفظ قرآن ضروری است. هدف این پژوهش توصیف راهبردهای به‌کاررفته توسط معلمان برای ارتقای انضباط در حفظ قرآن در میان دانش‌آموزان پایه هشتم برنامهٔ تحفیظ در مدرسهٔ MTs Assa’adah II Bungah Gresik، تأثیر این راهبردها و عوامل تسهیل‌کننده و بازدارنده در اجرای آن‌ها است. این پژوهش با رویکرد کیفی و طرح پژوهش توصیفی انجام شده است. داده‌ها از طریق مشاهده، مصاحبه و اسناد جمع‌آوری شده‌اند. تحلیل داده‌ها با استفاده از مدل تعاملی Miles و Huberman از طریق تقطیع داده‌ها، نمایش داده‌ها و نتیجه‌گیری و تأیید انجام شده است. یافته‌ها نشان می‌دهد که معلمان راهبردهایی از جمله تعیین اهداف حفظ متناسب با توانایی دانش‌آموزان، عادت‌دهی به مرور (مراجعه)، ارائهٔ الگو و انگیزش و راهنمایی به دانش‌آموزان را به کار گرفته‌اند. این راهبردها بر انضباط دانش‌آموزان در نگهداری محفوظات، انجام مرور، مدیریت زمان و دستیابی به اهداف حفظ تأثیرگذار بوده است. عوامل تسهیل‌کننده شامل محیط یادگیری مناسب، انگیزهٔ درونی دانش‌آموزان، حمایت والدین و راهنمایی و انگیزش معلمان بوده است. عوامل بازدارنده شامل نوسان انگیزهٔ دانش‌آموزان، تفاوت در توانایی حفظ، کمبود آمادگی برای ارائهٔ محفوظات و عوامل حواس‌پرتی در فعالیت‌های یادگیری بوده است. این یافته‌ها نشان می‌دهد که راهبردهای معلمان نقش مهمی در حمایت از توسعهٔ انضباط و استمرار دانش‌آموزان در حفظ قرآن ایفا می‌کند.