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All Journal Al Musa’adah : Journal of Community Service STAI Minhajul Haq Al Matla : Journal of Arabic Language Education
Nurhuda Abdillah
Sekolah Tinggi Agama Islam Minhajul Haq
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media

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Efektivitas Strategi Mind Mapping dalam Meningkatkan Pemahaman Kaidah Tamyiz pada Siswa Kelas IX A MTs Minhajul Haq Nurhuda Abdillah; Amrullah Akbar
Al Matla : Journal of Arabic Language Education Vol. 1 No. 1 (2026): Al-Matla Volume 1 Issue 1 2026
Publisher : Sekolah Tinggi Agama Islam Minhajul Haq

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66891/dz9vem49

Abstract

Penelitian ini bertujuan untuk menganalisis efektivitas strategi Mind Mapping dalam meningkatkan pemahaman kaidah tamyiz pada siswa kelas IX A MTs Minhajul Haq. Penelitian ini menggunakan pendekatan kuantitatif dengan desain one group pretest–posttest. Sampel penelitian berjumlah 23 siswa yang dipilih secara purposive. Instrumen yang digunakan berupa tes pemahaman kaidah tamyiz yang diberikan sebelum dan sesudah penerapan strategi Mind Mapping. Data dianalisis menggunakan statistik deskriptif, perhitungan Normalized Gain (N-Gain), serta uji paired sample t-test untuk mengetahui signifikansi peningkatan hasil belajar. Hasil penelitian menunjukkan bahwa nilai rata-rata pretest sebesar 69,78 dengan tingkat ketuntasan belajar 47,8%. Setelah penerapan strategi Mind Mapping, nilai rata-rata posttest meningkat menjadi 82,26 dengan tingkat ketuntasan belajar mencapai 78,3%. Peningkatan rata-rata sebesar 12,48 poin dengan nilai N-Gain sebesar 0,41 berada pada kategori sedang. Selain itu, standar deviasi menurun dari 9,67 menjadi 7,32 yang menunjukkan pemerataan kemampuan siswa setelah perlakuan. Hasil uji paired sample t-test menunjukkan nilai signifikansi < 0,05, sehingga terdapat perbedaan yang signifikan antara hasil pretest dan posttest. Berdasarkan temuan tersebut, dapat disimpulkan bahwa strategi Mind Mapping efektif dalam meningkatkan pemahaman kaidah tamyiz serta dapat menjadi alternatif strategi pembelajaran dalam materi nahwu di tingkat madrasah tsanawiyah.
Transformation of Madrasah Teachers’ Scientific Writing Competence: Integration of Artificial Intelligence, Self-Efficacy, and Demystification of Online Journal Systems Through Sustainable Publication Clinics Isrun Abdurahman; Cahyudi Prima; Rohman Pranoto; Agus Salim; Nurhuda Abdillah
Al Musa’adah : Journal of Community Service STAI Minhajul Haq Vol. 1 No. 2 (2026): Volume 1 Number 2, 2026
Publisher : STAI Minhajul Haq

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66891/3avp9a40

Abstract

Teachers’ scientific publication competence remains a major challenge in implementing Sustainable Professional Development (Pengembangan Keprofesian Berkelanjutan/PKB), particularly in madrasah education, where limited publication literacy, insufficient mentoring, and low digital scholarly competence often hinder publication outcomes. This study aimed to evaluate the effectiveness of a Sustainable Scientific Publication Clinic in improving madrasah teachers’ scientific publication competence through continuous individualized mentoring and ethical integration of digital scholarly tools. The study employed a mixed-methods approach using an explanatory sequential design involving 30 teachers from Madrasah Tsanawiyah (MTs) and Madrasah Aliyah (MA). Quantitative data were collected using a pretest–posttest scientific publication competence questionnaire, while qualitative data were obtained through observations and semi-structured interviews with ten purposively selected participants. The intervention was implemented over three months through academic writing workshops, individualized coaching, ethical use of Generative Artificial Intelligence (AI), Mendeley training, and Open Journal System (OJS) publication mentoring. Paired Sample t-test results showed a significant increase in the mean competency score from 2.26 to 4.36 (p < 0.001), with a very large effect size (Cohen’s d = 2.91) and an N-Gain of 77%. Furthermore, 73.33% of participants successfully submitted manuscripts, while 26.67% achieved article acceptance. Qualitative findings indicated that continuous mentoring, ethical AI utilization, and digital scholarly tools reduced writing barriers, strengthened self-efficacy, and improved participants’ readiness to complete the publication process. These findings suggest that the Sustainable Scientific Publication Clinic provides an effective, technology-supported, and output-oriented mentoring model for strengthening teachers’ scientific publication competence and supporting sustainable professional development.
Co-Authors Agus Salim Amrullah Akbar Cahyudi Prima Isrun Abdurahman Rohman Pranoto