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All Journal Ahlussunnah: Journal of Islamic Education FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam At Turots: Jurnal Pendidikan Islam
Zaenal Abidin
Universitas Darul Ulum Islamic Centre Sudirman GUPPI, Indonesia
Religion Education Environmental Science Other

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Basic Literacy Difficulties During the School Transition: A Cognitive-Affective Model Based on Educational Psychology Hamilaturroyya Hamilaturroyya; Mar'atus Sholikah; Ahmad Syarif Hidayatullah; Zaenal Abidin; Uswatun Khasanah
FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam Vol. 15 No. 01 (2026): FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Institut Agama Islam Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jf.v15i01.1731

Abstract

Basic literacy attainment among Indonesian junior high school students has remained stagnant despite more than a decade of policy intervention, indicating that prevailing approaches have not addressed the underlying mechanisms. The cognitive and affective dynamics shaping literacy trajectories during the elementary-to-secondary transition specifically remain empirically underexplored. This study examined how adolescents with high digital media exposure experience basic literacy difficulties during this transition, identified the cognitive and affective factors involved, and analyzed how learning conditions sustain or disrupt the resulting cycle. A single qualitative case study was conducted with 18 informants 12 students, 5 teachers, and 1 principal at an urban public junior high school in Central Java. Data were collected through semi-structured interviews, five classroom observations, and document analysis, and were analyzed using the interactive model of thematic data analysis. Trustworthiness was established through source and method triangulation, member checking, peer debriefing, and audit trails. Findings revealed that the majority of students exhibited persistent reading comprehension failure under independent task conditions, accompanied by pervasive affective barriers including reading anxiety, avoidance behavior, and constrained written expression that systematically curtailed literacy practice. Teacher-centered oral instruction and unstructured digital media consumption were identified as the primary environmental conditions sustaining these patterns. Together, these elements constitute a self-reinforcing cycle in which limited cognitive engagement amplifies negative affect, which in turn suppresses literacy exposure. This study proposes the Cognitive-Affective Coupling Model in Literacy Transition (CACM-LT) and argues that effective interventions must integrate explicit cognitive instruction, emotionally supportive pedagogical environments, and coherent institutional policy
Multicultural education through halal bi halal activities in the merbau padangsari banyumanik semarang community Zaenal Abidin; Marzuki; Hamilaturroyya; Maulia Indana Zulfa; Yusron Kamal
At Turots: Jurnal Pendidikan Islam Vol. 7 No. 1 Juni (2025): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v7i1.979

Abstract

This study aims to examine how Halal bi Halal activities become a means of multicultural education in the Merbau Padangsari community, Banyumanik, Semarang. Halal bi Halal activities, which are an annual tradition after Eid al-Fitr, are seen not only as a means of friendship, but also as an effective medium in fostering values ​​of tolerance, mutual respect, and harmony among residents who have diverse cultural and religious backgrounds. This study uses a qualitative approach with a case study method. Data were collected through participatory observation, in-depth interviews with community leaders, and documentation of activities. The results of the study indicate that Halal bi Halal has a significant role in strengthening social harmony and expanding community understanding of the importance of multicultural values ​​in community life. The hypothesis that this activity is a means of inclusive social and cultural learning is acceptable. These findings strengthen the argument that local traditions have the potential as instruments of character education and multiculturalism at the community level.
Evaluating Habit Formation in Developing Students’ Independent Character Using the CIPP Model Muhammad Abdurrozaqul Mubarok; Matori Matori; Zaenal Abidin
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 2 (2026): August
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i2.826

Abstract

The effectiveness of the habit formation method in developing students’ independent character needs to be comprehensively evaluated, particularly in relation to program needs, resource readiness, implementation processes, and outcomes. This study aims to evaluate the implementation of the habit formation method in developing students’ independent character using the Context, Input, Process, Product (CIPP) evaluation model. The study employed a qualitative approach with an evaluative research design. Data were collected through observation, in-depth interviews, and documentation involving pesantren caregivers, ustaz, administrators, and students as informants. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña through data condensation, data display, and conclusion drawing and verification. The findings show that, in the context component, the habit formation method was directed toward developing students’ ability to regulate themselves, demonstrate discipline and responsibility, and become independent. In the input component, program implementation was supported by the role modeling of caregivers and ustaz, institutional regulations, a religious environment, and a guidance system, although differences in students’ backgrounds and adaptive abilities presented challenges. In the process component, character development was carried out through daily routines, supervision, role modeling, and continuous guidance. In the product component, students demonstrated improved abilities to manage personal needs, time, tasks, and responsibilities, as well as a shift from compliance with instructions toward personal awareness and initiative. These findings indicate that the development of independent character through habit formation occurs through the interaction of program objectives, environmental readiness, repeated practices, supervision, and students’ direct experiences in fulfilling responsibilities.
Co-Authors Ahmad Syarif Hidayatullah Hamilaturroyya Hamilaturroyya Hamilaturroyya Mar'atus Sholikah Marzuki Matori Matori Maulia Indana Zulfa Muhammad Abdurrozaqul Mubarok Uswatun Khasanah Yusron Kamal