Islamic Cultural History (Sejarah Kebudayaan Islam/SKI) learning requires students to understand values and meaning beyond historical facts, yet empirical explanations of how storytelling connects narratives with students’ meaning-making remain limited. This study analyzes storytelling as a narrative pedagogy practice in SKI learning, identifies its pedagogical potential and limitations in supporting students’ understanding and meaning-making of Islamic historical narratives, and formulates a conceptual model of the meaning-making process emerging from the practice. A qualitative approach with a case study design was employed at MA Khozinatul ‘Ulum Blora. Data were obtained from 10 informants, comprising one Grade XI SKI teacher, one vice principal for curriculum affairs, and eight Grade XI students, through classroom observation, semi-structured interviews, and documentation. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, involving data condensation, data display, and conclusion drawing and verification. The findings indicate that storytelling was implemented dialogically and adaptively rather than as a stand-alone method, being integrated with teacher explanations, questions, and classroom discussions. The practice supported students’ understanding of historical events, figures, conflicts, and values, while its limitations included students’ perceived difficulty in recalling factual details when narratives were lengthy or contained numerous names and dates, as well as dependence on teacher mediation. Meaning-making developed through narrative understanding, personal reflection, and pedagogical dialogue. The study contributes the Multi-Pathway Meaning-Making model, which conceptualizes storytelling as a trigger for engagement and meaning-making rather than as a single causal mechanism.
Student learning outcomes are often suboptimal due to inadequate internal factors, such as learning motivation, learning discipline, and critical thinking skills. Students can achieve optimal learning outcomes when these internal factors are consciously, systematically, and intentionally developed as part of their efforts to improve their learning achievement. This study aims to examine the factors that influence student learning outcomes, namely learning motivation, learning discipline, and critical thinking skills, among students at Al-Amin Islamic Senior High School, Sukodono, Sidoarjo. This study employed a quantitative approach, with data collected through questionnaire distribution, documentation of relevant documents, and direct observation at the research site. A total of 97 students constituted both the population and the sample, selected using the total sampling technique. The collected data were assessed for validity and reliability before being analyzed using multiple linear regression. Accordingly, classical assumption tests were conducted as prerequisites for the analysis. The results showed that two independent variables, namely learning motivation and critical thinking skills, had a positive and significant effect on student learning outcomes. In contrast, learning discipline did not show a significant effect on student learning outcomes.
This study examines the use of web-based interactive game platforms in the instruction of Islamic Cultural History (Sejarah Kebudayaan Islam/SKI) at MA Safinatul Huda, Jepara. The research employs a qualitative approach with a case study design. Data were collected through interviews, observations, and documentation, and subsequently analyzed thematically. This study involves informants consisting of Islamic Religious Education (PAI) teachers, the school principal, students, and parents/guardians at MA Safinatul Huda Sowan Kidul, Kedung, Jepara. The findings indicate that, based on the informants' experiences and perceptions, the use of web-based interactive game platforms is seen to support student engagement in the learning process, facilitate the understanding of course material, and encourage reflection on religious values. Nevertheless, these findings regarding understanding and attitudes represent the informants' perceptions rather than objective measurements of learning outcomes or behavioral changes. Consequently, this study provides a contextual overview of the informants' experiences with these platforms, without concluding that there has been any measurable improvement in learning outcomes or a definitive causal relationship.
Background. Indonesian language instruction at the high school (SMA), vocational high school (SMK), and Islamic high school (MAN) levels still tends to be focused on mastering course content, resulting in students' in-depth understanding not yet being optimal. Aims. This study aims to describe the implementation of the deep learning approach in Indonesian language instruction at high schools, vocational high schools, and Islamic high schools in Cirebon City, examining aspects of planning, implementation, language use, instructional structure, as well as challenges and their solutions. Methods. The study employed a qualitative approach using descriptive methods; data were collected through observation, interviews, and documentation, then analyzed using the Miles and Huberman interactive model. Result. The results indicate that all three schools have applied the principles of meaningful learning, mindful learning, and joyful learning to varying degrees, with one school demonstrating the most optimal implementation due to consistency across all aspects of instruction. Challenges still faced include time constraints, variations in student abilities, and less-than-ideal classroom conditions, which teachers address through adaptive strategies such as the use of engaging learning media and adjustments to teaching methods. Conclusion. This study concludes that the successful implementation of deep learning depends not only on the planning and execution of instruction but also on strengthening teacher competencies and support from the learning environment.
استراتژیهای معلمان برای افزایش علاقهمندی به یادگیری فقه دانشآموزان از طریق استفاده از رسانههای آموزشی در مدرسه متوسطه معارف نو کالوندینگ، شهرستان ماموجو
This study describes students' learning interest in the subject of Fiqh, the types of media used by teachers in teaching Fiqh, and the strategies used by teachers to increase students' learning interest in Fiqh at Madrasah Aliyah Ma'arif NU Kalonding, Mamuju Regency. This research is a descriptive qualitative study using phenomenological and pedagogical approaches. Data were collected through observation, interviews, and documentation. The research instruments were an observation guide, an interview guide, and documentation, while the data analysis consisted of data reduction, data display, and conclusion drawing or verification. Data validity was ensured through data triangulation. The results show that students' learning interest in Fiqh at Madrasah Aliyah Ma'arif NU Kalonding, Mamuju Regency is still relatively low. The Fiqh teachers attempt to increase it by applying various learning strategies, including the use of visual and audiovisual media such as pictures, PowerPoint presentations, and instructional videos, as well as a variety of learning methods such as group discussions, presentations, and ice breakers during the learning process. The use of varied media and learning strategies has proven effective in improving students' attention, enthusiasm, focus, and understanding of the Fiqh material.
این پژوهش به توصیف علاقهمندی دانشآموزان به یادگیری درس فقه، انواع رسانههای مورد استفاده معلمان در آموزش فقه، و استراتژیهای بهکاررفته توسط معلمان برای افزایش علاقهمندی دانشآموزان به یادگیری فقه در مدرسه متوسطه معارف نو کالوندینگ، شهرستان ماموجو میپردازد. این پژوهش، مطالعهای کیفی توصیفی با رویکردهای پدیدارشناختی و تربیتی است. دادهها از طریق مشاهده، مصاحبه و اسناد جمعآوری شدهاند. ابزارهای پژوهش شامل راهنمای مشاهده، راهنمای مصاحبه و اسناد بوده و تحلیل دادهها شامل کاهش داده، نمایش داده و نتیجهگیری یا تأیید نتایج است. روایی دادهها از طریق مثلثسازی دادهها تضمین شده است. نتایج نشان میدهد علاقهمندی دانشآموزان به یادگیری فقه در مدرسه متوسطه معارف نو کالوندینگ، شهرستان ماموجو همچنان نسبتاً پایین است. معلمان فقه تلاش میکنند با بهکارگیری استراتژیهای مختلف آموزشی، از جمله استفاده از رسانههای بصری و شنیداریـبصری مانند تصاویر، ارائههای پاورپوینت و ویدئوهای آموزشی و همچنین تنوعبخشی به روشهای یادگیری مانند بحثهای گروهی، ارائهها و یخشکنها در فرایند آموزش، این علاقهمندی را افزایش دهند. استفاده از رسانهها و استراتژیهای متنوع آموزشی در بهبود توجه، اشتیاق، تمرکز و درک دانشآموزان نسبت به محتوای درس فقه مؤثر بوده است.
This study explores the influence of Quranic memorization on the academic achievement of twelfth-grade students at Madrasah Aliyah Swasta Hidayatul Qur’an, Puding Besar. Using an associative quantitative approach with simple linear regression analysis, data were collected through questionnaires, observations, and documentation of semester grades. The findings indicate a significant positive relationship between the intensity of Quranic memorization and students’ academic performance, with a contribution rate of 40%. Statistical analysis shows that the calculated t-value (4.758) exceeds the critical value (2.034), supporting the acceptance of the alternative hypothesis. These results suggest that Quranic memorization is a key factor in enhancing academic achievement. The study offers practical recommendations for Islamic educational institutions to strengthen tahfidz programs as an integral part of the formal curriculum.
این پژوهش به بررسی تأثیر حفظ قرآن بر پیشرفت تحصیلی دانشآموزان پایه دوازدهم مدرسه متوسطه اسلامی خصوصی هدایتالقرآن پودینگ بسار میپردازد. با استفاده از رویکرد کمی ارتباطی و تحلیل رگرسیون خطی ساده، دادهها از طریق پرسشنامه، مشاهده و مستندسازی نمرات نیمسال جمعآوری شد. یافتهها نشان میدهد که بین شدت حفظ قرآن و عملکرد تحصیلی دانشآموزان رابطه مثبت معناداری وجود دارد و نرخ مشارکت آن ۴۰٪ است. تحلیل آماری نشان میدهد که مقدار t محاسبهشده (۴.۷۵۸) از مقدار بحرانی (۲.۰۳۴) بیشتر است که پذیرش فرضیه جایگزین را تأیید میکند. این نتایج حاکی از آن است که حفظ قرآن یکی از عوامل کلیدی در ارتقای پیشرفت تحصیلی است. پژوهش حاضر توصیههای عملی برای مؤسسات آموزشی اسلامی جهت تقویت برنامههای حفظ (تَحفِیظ) به عنوان بخشی جداییناپذیر از برنامه درسی رسمی ارائه میدهد.
This study aims to examine the principal's role as a manager in improving teacher motivation at the Al-Ikhlas Private Islamic Senior High School (MAS) in Jambi City. The principal is both a leader and an educational manager with a strategic responsibility to manage human resources, particularly teachers, so that they can carry out their duties professionally and with full motivation. This study used a descriptive qualitative approach using literature review and field observation methods. The results indicate that an effective principal is able to optimally carry out managerial functions—including planning, organizing, directing, and controlling thus significantly impacting teacher intrinsic and extrinsic motivation. Factors such as open communication, rewards, constructive academic supervision, teacher professional development, and the creation of a conducive school climate are key variables influencing teacher motivation. The implications of this study provide recommendations for the principal of MAS Al-Ikhlas in Jambi City to optimize their managerial functions to achieve quality Islamic education
هدف این پژوهش بررسی نقش مدیر مدرسه بهعنوان مدیر در بهبود انگیزه معلمان در مدرسه متوسطه اسلامی خصوصی الاخلاص (MAS) در شهر جامبی است. مدیر مدرسه هم بهعنوان رهبر و هم بهعنوان مدیر آموزشی، مسئولیت راهبردی مدیریت منابع انسانی، بهویژه معلمان را بر عهده دارد تا بتوانند وظایف خود را بهصورت حرفهای و با انگیزه کامل انجام دهند. این پژوهش با رویکرد کیفی توصیفی و با استفاده از روش مرور ادبیات و مشاهده میدانی انجام شده است. نتایج نشان میدهد که یک مدیر مدرسه مؤثر قادر است وظایف مدیریتی از جمله برنامهریزی، سازماندهی، هدایت و کنترل را بهطور بهینه انجام دهد و بدین ترتیب تأثیر قابلتوجهی بر انگیزه درونی و بیرونی معلمان داشته باشد. عواملی مانند ارتباط باز، پاداش، نظارت آموزشی سازنده، توسعه حرفهای معلمان و ایجاد فضای مدرسهای مطلوب، متغیرهای کلیدی مؤثر بر انگیزه معلمان هستند. پیامدهای این پژوهش توصیههایی را برای مدیر مدرسه MAS الاخلاص در شهر جامبی جهت بهینهسازی وظایف مدیریتی خود بهمنظور دستیابی به آموزش اسلامی با کیفیت ارائه میدهد.
تأثیر مدل یادگیری مبتنی بر پروژه با کمک کاربرگ بر مهارتهای تفکر خلاق دانشآموزان در مبحث دستگاه تولیدمثل برای دانشآموزان پایه یازدهم در MAN 1 Pekanbaru
Project-Based Learning (PjBL) is a learning strategy that can enhance competencies, including creativity. Creative thinking is one of the 21st-century skills that students need to possess. This study was motivated by the low level of students’ creative thinking skills, as indicated by a pretest average score of 49.14, which is below the Learning Objective Mastery Criteria (KKTP) of 78. Previous research has shown that PjBL and Student Worksheets (LKPD) can support the development of creative thinking skills; however, research integrating both approaches into the reproductive system curriculum at the Madrasah Aliyah level remains limited. This study aims to determine the effect of PjBL supported by Student Worksheets (LKPD) on the creative thinking skills of 11th-grade students at MAN 1 Pekanbaru. The study employed a quantitative approach using a quasi-experimental research method through a pretest-posttest control group design. The sample consisted of Class XI.2 Health 1 as the control group and Class XI.3 Health 2 as the experimental group, each comprising 33 students. The instrument used was a creative thinking test. The results of the hypothesis test showed a significant difference (Sig. 0.000 < 0.05; calculated t-value 5.593 > critical t-value 1.998). The average posttest score for the experimental group was 78.30% and for the control group 69.19%, with a difference of 9.11 points. PjBL supported by LKPD had a significant effect on creative thinking skills.
یادگیری مبتنی بر پروژه (PjBL) یک راهبرد آموزشی است که میتواند شایستگیهایی از جمله خلاقیت را ارتقاء دهد. تفکر خلاق یکی از مهارتهای قرن بیست و یکم است که دانشآموزان باید دارا باشند. این پژوهش با انگیزه سطح پایین مهارتهای تفکر خلاق دانشآموزان انجام شد، بهگونهای که میانگین نمره پیشآزمون 49.14 بود که پایینتر از معیار تسلط بر اهداف یادگیری (KKTP) با مقدار 78 است. پژوهشهای پیشین نشان دادهاند که PjBL و کاربرگ دانشآموز (LKPD) میتوانند از توسعه مهارتهای تفکر خلاق حمایت کنند؛ با این حال، پژوهشهایی که هر دو رویکرد را در برنامه درسی دستگاه تولیدمثل در سطح مدرسه متوسطه دینی (مدرسه علیا) ادغام کرده باشند، محدود است. هدف این پژوهش تعیین تأثیر PjBL با پشتیبانی کاربرگ دانشآموز (LKPD) بر مهارتهای تفکر خلاق دانشآموزان پایه یازدهم در MAN 1 Pekanbaru است. این پژوهش با رویکرد کمی و با استفاده از روش شبهآزمایشی از نوع طرح پیشآزمون-پسآزمون با گروه کنترل انجام شد. نمونه شامل کلاس XI.2 Health 1 به عنوان گروه کنترل و کلاس XI.3 Health 2 به عنوان گروه آزمایش بود که هر یک شامل 33 دانشآموز بودند. ابزار مورد استفاده، آزمون تفکر خلاق بود. نتایج آزمون فرضیه تفاوت معناداری را نشان داد (Sig. 0.000 < 0.05؛ مقدار t محاسبهشده 5.593 > مقدار t بحرانی 1.998). میانگین نمره پسآزمون برای گروه آزمایش 78.30٪ و برای گروه کنترل 69.19٪ بود که اختلافی معادل 9.11 امتیاز داشت. PjBL با پشتیبانی LKPD تأثیر معناداری بر مهارتهای تفکر خلاق داشت.
