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All Journal Jurnal Konseling Pendidikan Islam JUMPA : Jurnal Manajemen Pendidikan
Zurqoni Zurqoni
Universitas Islam Negeri Sultan Aji Muhammad Idris
Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Social Sciences Other

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Character Education Program Management in Islamic Primary Schools: A Sequential Explanatory CIPP Evaluation Siti Kamilah; Rita Sriayu; Suherman Suherman; Zurqoni Zurqoni; Heri Retnawati
JUMPA : Jurnal Manajemen Pendidikan Vol 6, No 1 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/jumpa.v6i1.15617

Abstract

Character education in Indonesian madrasah continues to face a structural challenge: programs are designed with ambition but evaluated without rigor. This study assessed the ecotheological and religious nationalist character reinforcement program implemented through a love-based curriculum in PAI learning at MI Syaichona Cholil Balikpapan, using Stufflebeam's CIPP model as the evaluative framework. A sequential explanatory mixed-methods design was employed, combining a five-point Likert scale questionnaire administered to 84 students and 120 parents, observation of 36 PAI learning sessions, in-depth interviews with one madrasah principal and four PAI teachers, and documentary analysis. The context evaluation confirmed strong policy alignment and genuine field demand, with 91.7% of teachers affirming the program's necessity. Input evaluation revealed a critical competency gap: only 45.8% of teachers demonstrated adequate understanding of the love-based curriculum. Process evaluation identified a 27-percentage-point discrepancy between lesson plan intentions and standardized assessment practice. Despite these constraints, the product evaluation yielded statistically significant character gains in both ecotheological character (d = 0.69) and religious nationalist character (d = 0.70), both at p < .001. Teacher relational competence emerged as the primary mediating variable determining program effectiveness. These findings establish that the love-based curriculum possesses sufficient pedagogical potency to generate meaningful character development even under partially optimized conditions, provided that teacher formation is treated as a central institutional priority rather than a supplementary concern.
THE EFFECTIVENESS OF HYPNOTEACHING TO IMPROVE MOTIVATION AND SELF-EFFICACY OF STUDENTS OF MUHAMMADIYAH ELEMENTARY SCHOOL SAMARINDA Ummu Khairin Nisa; Zurqoni Zurqoni; Shafa Shafa
Jurnal Konseling Pendidikan Islam Vol. 7 No. 3 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i3.2075

Abstract

Low learning motivation and self-efficacy among students, resulting from the dominance of conventional teaching methods, represent a serious challenge in Islamic elementary education. This study aims to examine the effectiveness of the hypnoteaching method in improving the learning motivation and self-efficacy of fourth-grade students at SD Muhammadiyah Samarinda. The research employed a quantitative approach with a quasi-experimental non-equivalent control group design, involving 106 students from SD Muhammadiyah 2 and SD Muhammadiyah 5 Samarinda selected through cluster random sampling. Data were collected through questionnaires, observations, and documentation, then analyzed using independent sample t-tests, N-Gain Score, and effect size (Cohen's d). The results demonstrate that hypnoteaching effectively enhances learning motivation with a medium effect size (Cohen's d = 0.576) and substantially improves self-efficacy with a large effect size (Cohen's d = 0.914). However, the N-Gain Score values for both variables remain low (16.55% and 14.15%), indicating the need for extended intervention duration and intensity. These findings imply that hypnoteaching is worthy of broad implementation as a psychologically responsive innovative learning strategy within Islamic elementary education contexts. 
Co-Authors Heri Retnawati Rita Sriayu Shafa Shafa Siti Kamilah Suherman Suherman Ummu Khairin Nisa