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All Journal Multidisciplinary Indonesian Center Journal
Ervina Ervina
Institut Agama Islam Negeri Datuk Laksemana Bengkalis
Religion Humanities Earth & Planetary Sciences Education Other

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THE USE OF ISLAMIC STORIES AS AN EFFORT TO IMPROVE STUDENTS' RELIGIOUS CHARACTER IN ISLAMIC RELIGIOUS EDUCATION LEARNING Ervina Ervina; Alfin Nurofikoh; Lenny Afriani; Muhammad Asroni
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 2 No. 3 (2025): Vol. 2 No. 3 Edisi Juli 2025
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v2i3.898

Abstract

This study explores the utilization of Islamic stories as an effective strategy to enhance the religious character of students in Islamic Religious Education (PAI). Storytelling, rooted in psychological and pedagogical theories, offers a meaningful and engaging learning approach that fosters moral and spiritual development. Teachers play a critical role in selecting relevant stories and applying diverse techniques supported by multimedia to maximize student engagement and comprehension. Despite challenges such as limited instructional time, scarcity of quality materials, and fluctuating student attention, technological advancements present promising opportunities for digital and interactive storytelling. The successful integration of Islamic stories in the curriculum requires well-designed educational frameworks, teacher competencies, and continuous reflection and evaluation to cultivate ethical and religious values effectively among students.
CLASSROOM ACTION RESEARCH IN THE PERSPECTIVE OF TEACHER PROFESSIONALISM: A THEORETICAL STUDY AND ITS IMPLICATIONS Ervina Ervina; Dwi Rahmah Fitri; Fitri Barokah; Zalia Sari
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 2 No. 3 (2025): Vol. 2 No. 3 Edisi Juli 2025
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v2i3.903

Abstract

Classroom Action Research (PTK) is a scientific approach that not only functions as a solution to learning problems in the classroom, but also as a strategic means in developing teacher professionalism. Through systematic reflection and continuous improvement, PTK encourages teachers to improve their pedagogical, professional, social, and personality competencies. Theoretically, PTK strengthens the foundations of constructivism and reflective learning practices, allowing teachers to dynamically connect theory and classroom reality. From a practical perspective, PTK has a direct impact on improving the quality of learning, student involvement, and changing teachers' professional attitudes. Although its implementation is faced with various challenges, both technical and psychological, solutions can be found through ongoing training, mentoring, and institutional support. Thus, PTK plays an important role in building an innovative work culture and improving the quality of education holistically.
Co-Authors Alfin Nurofikoh Dwi Rahmah Fitri Fitri Barokah Lenny Afriani Muhammad Asroni Zalia Sari