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All Journal Jurnal Islam Nusantara Journal of Educational Management Research
Afriana Santosa
Sekolah Tinggi Agama Islam Jarinabi
Religion Humanities Education Social Sciences

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A Constructivist Instructional Model for the Implementation of Thariqah Mubasyarah in Beginner Mufrodat Instruction Alfiansyah Alfiansyah; Fattah Khoirun; Ngantori Ngantori; Afriana Santosa
JURNAL ISLAM NUSANTARA Vol 9, No 1 (2025)
Publisher : Lembaga Ta'lif wa An-Nasyr (LTN) PBNU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33852/jurnalnu.v9i2.514

Abstract

This study aims to examine the relationship between constructivist theory and the application of thariqah mubasyarah in beginner-level mufrodat learning, emphasizing its urgency in fostering meaningful vocabulary acquisition. Despite the centrality of Arabic in pesantren education, traditional rote memorization methods dominate, resulting in passive learning that limits students’ ability to internalize and apply vocabulary effectively. Constructivist approaches highlight active engagement, social interaction, and contextualized learning as key mechanisms for constructing knowledge. This research employed a qualitative descriptive design to explore how constructivist principles underpin the implementation of thariqah mubasyarah in beginner-level mufrodat lessons. The findings reveal three major outcomes: first, students’ activeness increased through direct interaction with objects, verbal participation, and sensory engagement, transforming rote memorization into meaningful learning. Second, social interaction and collaboration in pairs or groups facilitated peer scaffolding, enhancing vocabulary retention, communicative confidence, and cooperative learning. Third, independence and creativity emerged as students designed dialogues, performed role-plays, and applied vocabulary in authentic contexts, reflecting self-directed construction of knowledge. The study contributes to Arabic language education by providing empirical evidence that thariqah mubasyarah grounded in constructivist theory promotes active, collaborative, and creative learning. It is recommended that educators integrate constructivist principles in curriculum design to enhance vocabulary mastery, critical thinking, and communicative competence.
The Effectiveness of School Principals in Managing School Operational Assistance (BOS) Funds Siti Nurjannah; Risfa Tri Ulfa; Ngantori; Afriana Santosa
Journal of Educational Management Research Vol. 4 No. 1 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i1.1566

Abstract

This study aims to analyze the effectiveness of school principals’ work in managing the School Operational Assistance (BOS) funds. A qualitative descriptive approach was employed. The participants included school principals, BOS treasurers, and BOS management teams. Data were collected through in-depth interviews, observation, and document analysis, with data validity ensured through source and technique triangulation. The results indicate that principals’ effectiveness in managing BOS funds is reflected in their managerial functions, including planning, budgeting, and financial supervision. Principals actively ensure timely fund management, despite facing administrative and technical challenges. Budget planning is conducted based on real school needs and prioritized collaboratively with the BOS management team. Program development and budget allocation follow systematic procedures aligned with technical guidelines, and financial calculations are carried out rationally within the permissible limits. The study concludes that principals’ managerial competence—coordinating planning, setting priorities, managing time, and allocating funds accountably—determines the effectiveness of BOS fund management. The findings imply that strengthening principals’ managerial capacity is essential for enhancing the efficiency and accountability of school fund management.
Co-Authors Alfiansyah Alfiansyah Fattah Khoirun Ngantori Ngantori Ngantori Risfa Tri Ulfa Siti Nurjannah