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All Journal AJER : Advanced Journal of Education and Religion
Hurin Innihayatus Sa'adah
Universitas Islam Darul Ulum Lamongan

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Pembentukan Karakter Sosial Peserta Didik Melalui Kegiatan Ekstrakurikuler di SMP Nahdlatul Ulama Simo Karanggeneng Fifit Rohmawati; Sulhatul Habibah; Hurin Innihayatus Sa'adah
AJER: Advanced Journal of Education and Religion Vol. 2 No. 3 (2025): September
Publisher : Advance Journal of Education and Religion (AJER) published by Fakultas Agama Islam Universitas Islam Darul 'Ulum Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/ajer.v1i3.11078

Abstract

The importance of character education in developing students who are not only academically smart but also prossess strong moral and social values. Currently, many students still experience deficient social behavior, such as a lack of discipline, disrespecting and not appreciating others, using foul language, and so on. Therefore, educational strategies are needed that focus not only on academics but also on developing students’ social character. One effort that can be done is trough extracurricular activities. This study aims to describe the process of social character formation in students through extracurricular activities at Nahdlatul Ulama Simo Karanggeneng Junior High School and to analyze the supporting and inhibiting factors in this process. In this study, the researcher used a descriptive qualitative method, and data collection techniques included observations, interviews, and documentation. The results indicate that the process of social character formation in students through extracurricular activities at Nahdlatul Ulama Simo Karanggeneng Junior High School occurs in stages: introduction, understanding and application, and habituation. Supporting factor s for social character formation through extracurricular activities include high students interest in participating in extracurricular activities, school support, and facilities and infrastructure. Meanwhile, inhibiting factors for social character formation trough extracurricular activities include the external environment, the individual, the family environment.
Implementasi Metode Snowball Throwing untuk Meningkatkan Self Confidence Siswa pada Pelajaran SKI Kelas VIII MTs Tanwiriyah Kalisari Bojonegoro Aulia Nailul Izzati Sasabila; Hurin Innihayatus Sa'adah
AJER: Advanced Journal of Education and Religion Vol. 3 No. 1 (2026): Januari
Publisher : Advance Journal of Education and Religion (AJER) published by Fakultas Agama Islam Universitas Islam Darul 'Ulum Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/ajer.v3i1.12334

Abstract

The low level of student self-confidence within the context of active learning remains a significant challenge in the current Indonesian education landscape. Based on various national education reports and psychological studies, it has been found that many students feel awkward, fear making mistakes, and lack confidence in their abilities when asked to perform or express opinions in class. This phenomenon indicates a need for learning methods that focus not only on cognition but also on fostering character growth, particularly self-confidence. This study aims to determine how the implementation of the Snowball Throwing-based cooperative learning method improves students' self-confidence in Islamic Cultural History (SKI) subjects, specifically focusing on: (1) belief in one's own abilities, and (2) courage in expressing opinions and taking responsibility. This research employs a descriptive qualitative approach, with data collection techniques including observation, interviews, and documentation. The research subjects were the teacher and students of class VIII-2 at MTs Tanwiriyah Kalisari. The results show that the application of the Snowball Throwing method significantly enhances student self-confidence. Students became more certain of their abilities, more active in expressing opinions, and demonstrated the courage to make decisions and take responsibility during the learning process. These findings align with Lauster’s indicators of self-confidence, which emphasize the importance of self-expression, decision-making, and belief in personal competence. Furthermore, these results support Jean Piaget’s constructivism theory, where students actively build understanding through direct experience, social interaction, and reflection on the challenges they face.
Co-Authors Aulia Nailul Izzati Sasabila Fifit Rohmawati Sulhatul Habibah