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All Journal ALPHATEACH (JURNAL PROFESI KEPENDIDIKAN DAN KEGURUAN) Jurnal Penelitian Pendidikan Indonesia (JPPI)
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Universitas Sains Al-Qur’an
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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STRATEGI GURU TPQ DALAM MENERAPKAN METODE AN-NAHDLIYAH DI TPQ ROUDLTUL ATFAL WAGIRPANDAN KEBUMEN Tuti Nur Janah; Maryono; Mukromin
Jurnal Penelitian Pendidikan Indonesia (JPPI) Vol. 3 No. 4 (2026): Juli
Publisher : Publikasi Inspirasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62017/jppi.v3i4.7809

Abstract

Penelitian ini memiliki tujuan untuk memahami bagaimana guru TPQ mengimplementasikan  metode An-Nahdliyah dalam pengajaran Al-Qur’an, serta untuk mengeksplorasi pelaksanaan metode An-Nahdliyah, dan juga untuk mengidentifikasi faktor-faktor yang mendukung dan menghambat penerapan metode tersebut. Metodologi yang digunakan dalam penelitian ini bersifat kualitatif dan fokus pada Strategi Guru dalam Menerapkan Metode An-Nahdliyah di TPQ Roudlotul Atfal Wagirpandan Kebumen. Subjek dari penelitian mencakup kepala TPQ, para guru TPQ, dan santri. Pengumpulan data dilakukan melalui wawancara mendalam, observasi, dan dokumentsi yang kemudian dianalisis secara deskriptif. Temuan dari penelitian menunjukan bahwa startegi yang diterapkan guru TPQ dalam pengajaran Al-Qur’an  dengan menggunakan metode An-Nahdliyah berjalan dengan sukses, karena metode ini memungkinkan anak-anak untuk lebih mudah dalam memahami huruf hijaiyyah, panjang pendeknya bacaan, serta hukum bacaan atau tajwid. Selanjutnya penerapan metode An-Nahdliyah dilaksanakan dengan berbagai teknik pengajaran, seperti metode drill, demonstari, ceramah, serta tanya jawab. Dalam metode An-Nahdliyah, digunakan buku jilid dan stik sebagai alat untuk menilai kemampuan santri dan membantu guru dalam proses belajar. Untuk faktor pendukung yang memfasilitasi penerapkan metode An-Nahdliyah dalam pengajaran Al-Qur’an antara lain adalah antusiasisme santri dalam belajar, kompetensi guru, dan dukungan dari keluarga. Namun, ada juga beberapa faktor penghambat seperti lingkungan yang kurang mendukung, jumlah guru yang terbatas serta kurangnya motivasi pada anak didik dalam mengikuti pembelajaran di TPQ. Oleh karena itu, penerapan strategi dan metode yang tepat dari guru dapat berkontribusi pada peningkatan kemampuan membaca Al-Qur’an bagi santri di TPQ.
IMPLEMENTATION OF THE TEACCH (TREATMENT AND EDUCATION OF AUTISTIC AND RELATED COMMUNICATIONS-HANDICAPED CHILDREN) METHOD IN ISLAMIC RELIGIOUS EDUCATION LEARNING AT AGAPE WONOSOBO INCLUSIVE ELEMENTARY SCHOOL Panca Wisnu Wardani; Rifqi Muntaqo; Mukromin
Alphateach (Jurnal Profesi Kependidikan dan Keguruan) Vol. 6 No. 1 (2026): ALPHATEACH (JURNAL PROFESI KEPENDIDIKAN DAN KEGURUAN)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Sains Al-Qur'an (UNSIQ) Jawa Tengah di Wonosobo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32699/n6ghc857

Abstract

This study aims to describe the implementation of the Treatment and Education of Autistic and Related Communications-Handicapped Children (TEACCH) method in Islamic Religious Education (PAI) learning at SD Inklusi Agape Wonosobo, as well as to identify the supporting and inhibiting factors in its implementation. This study employed a descriptive qualitative approach, with data collected through observation, in-depth interviews, and documentation. The findings reveal that the implementation of the TEACCH method at SD Inklusi Agape Wonosobo was realized through the use of structured visual aids, including picture cards, daily visual schedules, and projector media, integrated with lecture, storytelling, inquiry, and habituation methods. Learning was conducted in a repetitive and incremental manner to accommodate the limited long-term memory of autistic students. Evaluation was carried out continuously through daily material repetition with gradual content addition. Supporting factors included the availability of varied learning facilities and infrastructure, as well as the competence and dedication of educators in implementing differentiated and personalized instruction. The primary inhibiting factors stemmed from the characteristics of the students themselves, namely limited long-term memory retention and significant heterogeneity in individual comprehension abilities, which demanded intensive individualized attention. Nevertheless, through consistent repetition and patient guidance, students demonstrated meaningful learning outcomes, including the ability to memorize daily prayers independently without teacher assistance.
THE APPLICATION OF RAHMAAN LIL ALAMIN VALUES IN ISLAMIC RELIGIOUS EDUCATION AS A PREVENTION OF BULLYING IN THE STATE JUNIOR HIGH SCHOOL 22 PURWOREJO Wahyu Ika Ramadhani; Rifqi Muntaqo; Mukromin
Alphateach (Jurnal Profesi Kependidikan dan Keguruan) Vol. 5 No. 2 (2025): ALPHATEACH (JURNAL PROFESI KEPENDIDIKAN DAN KEGURUAN)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Sains Al-Qur'an (UNSIQ) Jawa Tengah di Wonosobo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32699/nfjjs460

Abstract

This study aims to find out the form of bullying that occurs at SMP Negeri 22 Purworejo, find out the application of the Rahmatan Lil Alamin value by Islamic Religious Education (PAI) teachers in an effort to prevent bullying, and find out the results of the application of the Rahmatan Lil Alamin value to the prevention of bullying in the school. This study uses a descriptive qualitative approach with the type of field research, data collection techniques are carried out through observation, interviews, and documentation. Data analysis is carried out by data reduction, data presentation and conclusion drawn. The results showed that the most frequent form of bullying at SMP Negeri 22 Purworejo was verbal bullying, such as making fun of parents' names and body shaming, while physical bullying occurred on a lower scale. The application of the values of compassion, tolerance, ukhuwah, empathy, and respect for others has been proven to have a positive impact on student behavior. This is shown by the increase in politeness, caring, and tolerance as well as the decrease in reports of bullying cases in the school environment.
Co-Authors Maryono Panca Wisnu Wardani Rifqi Muntaqo Tuti Nur Janah Wahyu Ika Ramadhani