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THE IMPLEMENTATION OF THE MAKE A MATCH LEARNING MODEL IN AL-QUR’AN HADITH AMONG EIGHTH-GRADE STUDENTS AT HIDAYATULLAH ISLAMIC BOARDING SCHOOL, LILIRILAU DISTRICT, SOPPENG REGENCY Raden Muliana; Muhammad Naim; Djamaluddin; St. Wardah Hanafie Das; Suredah Hamid
Journal International Inspire Education Technology Vol. 5 No. 3 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v5i3.1296

The learning process had not been conducted effectively and optimally. The learning media used, such as whiteboards and textbooks, along with assignments in the form of monotonous worksheets, caused boredom and resulted in low learning motivation among students. Therefore, this study aimed to determine the effectiveness of the Make a Match learning model in improving students’ learning motivation in Al-Qur’an Hadith classes at Hidayatullah Islamic Boarding School. This study employed an experimental research design. The research was conducted at Hidayatullah Islamic Boarding School. The total population consisted of 259 students, and a sample of 64 students was selected and divided into three classes, including 18 students in the qualitative class. Data were collected through observations and students’ achievement scores. The data were analyzed using descriptive qualitative analysis. The findings revealed that: (1) the implementation of the Make a Match learning model in Al-Qur’an Hadith classes at Hidayatullah Islamic Boarding School demonstrated considerable potential to improve learning effectiveness and enhance both students’ and teachers’ learning experiences, although additional efforts were required to support successful and sustainable implementation; and (2) there was an increase in students’ learning motivation after the application of the Make a Match learning model in Al-Qur’an Hadith learning. This finding was supported by observation results and students’ achievement scores. The significance level obtained was 5% with a confidence level of 95% and 8 degrees of freedom. The significance value obtained was 0.000, indicating that 0.000 < ? = 0.05. Therefore, it can be concluded that the Make a Match learning model significantly improved students’ learning motivation.

The Existence of Parents and Islamic Religious Education Teachers in Instilling Worship Awareness Among Students at Rumah Tahfidz Al Wasathiyyah Tanrutedong Nur Ardiansyah; Raya Mangsi; Suredah Hamid
International Journal of Health, Economics, and Social Sciences (IJHESS) Vol. 7 No. 4: Oktober 2025
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/ijhess.v7i4.8610

This study is motivated by the significant role of parents and Islamic Religious Education (PAI) teachers in fostering worship awareness among the students of Rumah Tahfidz Al Wasathiyyah Tanrutedong. The research questions are: 1) How is the existence of parents and PAI teachers in this process? 2) What forms of cooperation exist between them? and 3) How is the level of worship awareness among the students at Rumah Tahfidz Al Wasathiyyah? The purpose of this study is to describe the existence of parents and PAI teachers in instilling worship awareness in the students of Rumah Tahfidz Al Wasathiyyah Tanrutedong, to identify the forms of cooperation between parents and teachers in this process, and to analyze the level of worship awareness possessed by the students as a result of the interaction and guidance provided by both parties. To achieve these objectives, this research employs a qualitative approach with data collected through observation, in-depth interviews, and documentation, which are then analyzed using content analysis techniques. The findings of this study indicate that parents play an essential role in instilling worship awareness in their children through prayer, advice, exemplary behavior, guidance, and supervision. Meanwhile, Islamic Religious Education (PAI) teachers demonstrate their role as advisors, role models, companions, supervisors, evaluators, and motivators. Worship awareness among students at Rumah Tahfidz Al Wasathiyyah Tanrutedong is also fostered through a structured and continuous collaboration between parents and PAI teachers, which includes effective communication, enhancement of parents’ religious understanding, mutual agreements on rewards and punishments, relational support from parents to teachers, and reinforcement within the family environment. This synergy contributes to the development of students’ worship awareness based on three key indicators: (1) Obedience in performing obligatory and recommended (sunnah) acts of worship (1) Independence in maintaining regular worship practices without strict supervision, and (3) The emergence of a culture of mutual reminders among students regarding worship

The Role of Instructional Planning in Enhancing the Quality of Islamic Religious Education Learning at SDN 176 Belajen Jumawati Jumawati; Raya Mangsi; H.M. Nasir; St. Warda Hanafie Das; Suredah Hamid
Journal of Education and Learning Sciences Vol. 6 No. 1 (2026): March 2026
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v6i1.322

his study examines three main aspects: (1) the planning of Islamic Religious Education (IRE) learning at SDN 176 Belajen, Alla District, Enrekang Regency; (2) the quality of IRE learning at the school; and (3) the implications of learning planning in building the quality of IRE learning. The purpose of this study is to analyze learning planning, assess the quality of learning, and identify the implications of learning planning in improving the quality of Islamic Religious Education learning at SDN 176 Belajen. This research employs a qualitative approach with pedagogical, juridical, sociological, and psychological perspectives. The study was conducted over three months at SDN 176 Belajen, Alla District, Enrekang Regency. Primary data sources consisted of the principal, Islamic Religious Education teachers, and school operators, while secondary data were obtained from school documents, articles, journals, and related literature. Data were collected through observation, interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing techniques. The results of the study indicate that Islamic Religious Education learning planning at SDN 176 Belajen has been implemented in an adaptive and practical manner through the preparation of lesson plans that are flexible and responsive to classroom conditions and student characteristics. However, improvements are still needed in the use of learning media and the documentation of assessment results. The quality of student learning is generally categorized as fairly good, particularly in the habituation of religious attitudes and practical learning activities, although students still experience difficulties in understanding conceptual material. Overall, systematic learning planning has positive implications for increasing student activeness, understanding, and the formation of religious character. This study contributes to the literature by demonstrating how systematic instructional planning supports not only academic achievement but also the development of students’ religious character in elementary Islamic Religious Education.

Enhancing Students’ Motivation in Islamic Religious Education Through Teacher Parent Collaboration: Evidence from an Indonesian Elementary School Harni Kadang; Andi Abd Muis; Suredah Hamid; St. Warda Hanafie Das; Muhammad Naim
Journal of Education and Learning Sciences Vol. 6 No. 1 (2026): March 2026
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v6i1.323

This study examines students’ learning motivation in Islamic Religious Education (IRE), the implementation of a collaborative learning model between teachers and parents, and the role of such collaboration in enhancing students’ motivation at UPTD SDN 18 Kalosi Enrekang. The study aimed to describe students’ learning motivation in IRE, analyze the implementation of teacher–parent collaborative learning, and explain its contribution to improving students’ motivation. This research employed a qualitative approach with pedagogical, psychological, and theological perspectives. The study was conducted over three months at UPTD SDN 18 Kalosi Enrekang. Primary data were obtained from the principal, teachers, parents, and students, while secondary data were collected from school documents and relevant literature. Data were gathered through observation, interviews, and documentation and analyzed using data reduction, data display, and conclusion drawing. Data validity was ensured through triangulation, member checking, prolonged observation, and persistent observation. The findings indicate that students’ learning motivation in IRE is generally good, particularly in practical topics such as prayer, worship practices, and moral values. However, motivation tends to decrease when students encounter more theoretical subjects, including tafsir and fiqh. The study also found that collaboration between teachers and parents positively affects students’ learning motivation. Active parental involvement in supervising learning at home and maintaining regular communication with teachers strengthens students’ enthusiasm, discipline, and engagement in learning. This study contributes to the growing literature on school–family partnerships by demonstrating how teacher–parent collaboration strengthens learning motivation within the context of Islamic Religious Education in elementary schools.

School Family Partnerships in Moral Character Development: A Case Study of Islamic Religious Education in Indonesia Anita. S; H.M. Nasri Hamang; Suredah Hamid; H.M. Nasir; Andi Muis
Journal of Education and Learning Sciences Vol. 6 No. 1 (2026): March 2026
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v6i1.324

The development of students’ moral character has become a critical concern in contemporary education due to increasing social and moral challenges among young learners. This study aims to explore the collaboration between Islamic Religious Education (IRE) teachers and parents in shaping students’ moral character at UPT SDN 2 Kalosi, Enrekang Regency, Indonesia. Employing a qualitative case study approach, data were collected through observations, in-depth interviews, and document analysis involving the principal, IRE teachers, classroom teachers, and parents. The data were analyzed using the interactive model of data reduction, data display, and conclusion drawing, while triangulation techniques were applied to ensure trustworthiness. The findings reveal that effective moral character development is achieved through continuous communication between teachers and parents, parental involvement in character-based assignments, alignment of moral values between school and home, and active support for school programs. The integration of school-based moral education and family parenting practices contributes significantly to the development of honesty, discipline, responsibility, empathy, and social awareness among students. However, challenges remain, including limited parental time, inconsistent communication, differences in parenting styles, and varying levels of parental participation. The study implies that sustainable school–family partnerships are essential for strengthening students’ moral character and creating consistency in value internalization across educational environments. The originality of this study lies in its examination of teacher–parent collaboration within the context of Islamic Religious Education at the elementary school level, highlighting how the integration of religious learning strategies and family-based moral guidance can foster holistic character development. The findings contribute to the growing literature on character education by offering a practical model of collaborative moral education that can be adapted in similar educational contexts

Religious Values-Based Role Playing for Character Development in Early Childhood Education: A Case Study at Aisyiyah Bustanul Athfal Kindergarten, Enrekang Regency Hasrianti Mandalika Hasan; Andi Fitriani Djollong; Muhammad Naim; Suredah Hamid; Nasri Hamang
Journal of Education and Learning Sciences Vol. 6 No. 1 (2026): March 2026
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v6i1.340

Character development in early childhood plays a crucial role in fostering moral, social, emotional, and spiritual competencies that influence children's future behavior and personality. This study aimed to examine the characteristics of early childhood learners, explore the implementation of a religious values-based role-playing method, and identify supporting and inhibiting factors affecting its application in character development at Aisyiyah Bustanul Athfal Kindergarten Dulang, Enrekang Regency, Indonesia. This study employed a descriptive qualitative case study design. Data were collected over a three-month period through observations, in-depth interviews, and documentation involving five key informants consisting of one principal and four classroom teachers. Data analysis followed the interactive model of Miles, Huberman, and Saldaña, including data reduction, data display, and conclusion drawing. Trustworthiness was ensured through credibility, transferability, dependability, and confirmability procedures. The findings revealed that children demonstrated positive character development in creativity, empathy, cooperation, independence, self-confidence, adaptability, honesty, responsibility, tolerance, gratitude, and spiritual awareness. Religious values-based role playing enabled children to actively engage in meaningful learning experiences that integrated Islamic values into daily social interactions. Supporting factors included teacher commitment, parental involvement, collaborative school culture, children's readiness, and appropriate learning materials, while inhibiting factors consisted of limited facilities, time constraints, varying levels of understanding among children, and environmental influences. The study concludes that religious values-based role playing is an effective strategy for promoting holistic character development in early childhood education. Practically, the findings provide guidance for teachers and educational institutions in designing character education programs that integrate religious values through experiential learning activities.

The Impact of the Application of Islamic Values in Natural Science (IPA) Learning on the Learning Motivation of Class VII Students at MTsN 1 Enrekang Jupri Jupri; Andi Abd Muis; Suredah Hamid; Andi Fitriani Djollong; Amir Patintingan
Journal of Education and Learning Sciences Vol. 6 No. 1 (2026): March 2026
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v6i1.380

This study began with initial observations showing that approximately 58% of students at MTsN 1 Enrekang demonstrated low intrinsic learning motivation in Natural Science (IPA) classes. This condition is a serious concern, considering that science is an essential subject in developing students‘ scientific and logical thinking skills. Therefore, this research aims to explain the implementation of Islamic values in Natural Science learning and to describe the relationship between sincerity in learning (ikhlas), responsibility, and love of knowledge in shaping the learning motivation of seventh grade students at MTsN 1 Enrekang. This research employed a qualitative approach with a descriptive research design, focusing on the process, experiences, and meanings of applying Islamic values in science learning. The data were collected through classroom observations, interviews with science teachers, students, homeroom teachers, and other related parties, as well as documentation studies. Data analysis was conducted through data reduction, data presentation, and conclusion drawing, while the validity of the data was ensured through triangulation techniques. The findings revealed that sincerity in learning was internalized through the cultivation of learning intentions as an act of worship. Responsibility was developed through habituation of discipline and consistency in participating in science learning activities. Meanwhile, love of knowledge was fostered by connecting scientific concepts with the greatness and order of Allah SWT‘s creation. These three values were integrated pedagogically and spiritually, reinforcing one another and contributing to the continuous development and strengthening of students‘ learning motivation, as indicated by increased interest, active participation, seriousness, and responsibility in science learning. This study demonstrates that the implementation of Islamic values in science learning can holistically enhance students‘ learning motivation.

Strengthening Honesty Character in Early Childhood Through Islamic Religious Education: A Qualitative Case Study from Indonesia Hasmi Hasmi; Raya Mangsi; Suredah Hamid; St. Warda Hanafie Das; Muhammad Naim
Journal of Education and Learning Sciences Vol. 6 No. 1 (2026): March 2026
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v6i1.403

Honesty is one of the fundamental moral values that should be cultivated during early childhood, as this developmental stage plays a crucial role in shaping lifelong character. Although Islamic Religious Education (IRE) has long been recognized as an important medium for character development, empirical evidence explaining how IRE contributes to fostering honesty among young children within authentic educational settings remains limited. This study addresses this gap by examining the implementation of IRE and its contribution to honesty character formation in an Islamic kindergarten. This study employed a qualitative case study design conducted at TK Aisyiyah 2 Pasui, Enrekang Regency, Indonesia. Data were collected through classroom observations, semi-structured interviews with the principal, teachers, and school staff, and document analysis. The collected data were analyzed using the interactive model of Miles, Huberman, and Saldaña, involving data condensation, data display, and conclusion drawing. To ensure research trustworthiness, source triangulation, method triangulation, prolonged engagement, and member checking were applied. The findings reveal that Islamic Religious Education contributes substantially to the development of honesty through the integration of Islamic values into daily learning activities, teacher role modelling, play-based learning, storytelling about the prophets, role-playing, and continuous habituation practices. Collaboration between teachers and parents further strengthens the consistency of honesty education across school and home environments. The study also identifies that authentic behavioural assessment and a supportive religious school culture enhance the internalization of honesty among young children. The study demonstrates that Islamic Religious Education functions not only as a medium for religious knowledge transmission but also as an effective framework for cultivating honesty through developmentally appropriate, experiential, and value-based learning. The findings contribute to the growing literature on Islamic character education by proposing an integrated approach that combines school culture, teacher exemplification, daily habituation, and family engagement to strengthen honesty character development during early childhood.

Humanistic Active Learning as a Student-Centered Approach to Improving Academic Achievement in Islamic Religious Education Hasnita Hasnita; Amir Patintingan; Muhammad Naim; St. Warda Hanafie Das; Suredah Hamid
Journal of Education and Learning Sciences Vol. 6 No. 1 (2026): March 2026
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v6i1.405

The integration of humanistic learning theory and active learning has become increasingly important in promoting student-centered instruction within Islamic Religious Education (IRE). However, empirical evidence regarding how these complementary approaches improve students' academic achievement and classroom engagement in authentic school settings remains limited. This study investigates the implementation of humanistic theory integrated with active learning and examines its contribution to improving students' learning experiences and academic achievement in Islamic Religious Education. A qualitative case study was conducted at a public junior secondary school in South Sulawesi, Indonesia. Participants included the school principal, Islamic Religious Education teachers, homeroom teachers, and students who were purposively selected based on their involvement in the instructional process. Data were collected through classroom observations, semi-structured interviews, and document analysis and were analyzed using the interactive model of Miles, Huberman, and Saldaña involving data condensation, data display, and conclusion drawing. The credibility of the findings was ensured through source triangulation, method triangulation, prolonged engagement, and member checking. The findings indicate that integrating humanistic principles with active learning creates a more democratic, interactive, and supportive learning environment that promotes student participation, self-confidence, conceptual understanding, collaboration, and academic achievement. Teacher pedagogical competence, positive classroom interaction, and learner-centered instructional practices emerged as important supporting factors, while limited instructional time, differences in students' readiness, and inadequate learning facilities remained major challenges. This study contributes to contemporary Islamic education by demonstrating that integrating humanistic learning with active learning provides an effective pedagogical framework for enhancing both academic achievement and holistic student development. The findings also offer practical guidance for teachers and educational policymakers seeking to strengthen student-centered learning in Islamic Religious Education.

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