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STRATEGI PEMBELAJARAN BAHASA ARAB BERBASIS MOTIVASI UNTUK MENINGKATKAN MINAT BELAJAR SISWA MADRASAH Lukman Hakim; Gusli Bambang Irawan
Walada: Journal of Primary Education Vol. 5 No. 1 (2026): Walada: Journal of Primary Education
Publisher : cendekia citra gemilang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/wjpe.v5i1.520

Pembelajaran bahasa Arab di madrasah memiliki peran strategis dalam mendukung pemahaman peserta didik terhadap sumber ajaran Islam, namun rendahnya minat belajar masih menjadi tantangan utama dalam pencapaian kompetensi berbahasa. Penelitian ini bertujuan untuk mendeskripsikan strategi pembelajaran bahasa Arab berbasis motivasi dalam meningkatkan minat belajar peserta didik serta mengidentifikasi kendala yang dihadapi dalam implementasinya. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus yang dilakukan di Madrasah Tsanawiyah Al-Hidayah Tanjung Jabung Timur. Subjek penelitian terdiri atas 12 informan yang meliputi 1 guru bahasa Arab, 8 peserta didik, dan 3 pihak manajemen madrasah yang dipilih secara purposive. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, serta dianalisis menggunakan model Miles dan Huberman. Hasil penelitian menunjukkan bahwa strategi pembelajaran dilakukan secara sistematis melalui pemberian motivasi awal, penyampaian tujuan pembelajaran, penyajian materi yang menarik, penggunaan metode dan media yang bervariasi, serta evaluasi pembelajaran. Strategi tersebut mampu meningkatkan keterlibatan dan minat belajar peserta didik, meskipun masih terdapat kendala berupa rendahnya daya serap dan heterogenitas kemampuan siswa. Implikasi penelitian ini menegaskan pentingnya strategi pembelajaran yang adaptif dan kontekstual dalam menciptakan pengalaman belajar yang lebih efektif dan bermakna bagi peserta didik di lingkungan madrasah.

MODEL IMPLEMENTASI METODE AMTSILATI BERBASIS MATN–QOIDAH–TAMRIN PADA PEMBELAJARAN KITAB KUNING SANTRI TAKHASSUS Indarto Indarto; Gusli Bambang Irawan
Walada: Journal of Primary Education Vol. 5 No. 1 (2026): Walada: Journal of Primary Education
Publisher : cendekia citra gemilang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/wjpe.v5i1.521

Latar Belakang: Pembelajaran nahwu dan shorof di pesantren sering berorientasi pada hafalan sehingga kurang mendukung pemahaman aplikatif dalam membaca kitab kuning; penelitian ini bertujuan menganalisis implementasi metode Amtsilati pada santri takhassus. Metode: Penelitian menggunakan pendekatan kualitatif deskriptif dengan desain studi kasus, melibatkan 12 informan (guru, santri, dan pimpinan pesantren), dengan teknik pengumpulan data berupa observasi, wawancara, dan dokumentasi yang dianalisis melalui model Miles dan Huberman. Hasil: Temuan menunjukkan bahwa metode Amtsilati diterapkan secara sistematis melalui tahapan matn–qoidah–tamrin, didukung oleh strategi hafalan, amtsilah, serta metode sorogan dan bandongan, sehingga santri mampu membaca kitab kuning tanpa harakat, mengenali struktur kalimat, dan memahami makna teks secara lebih baik. Implikasi: Hasil penelitian ini menunjukkan bahwa pembelajaran bahasa Arab dapat dikembangkan secara lebih sistematis dan aplikatif tanpa meninggalkan tradisi pesantren, dengan catatan keberhasilan metode sangat dipengaruhi oleh kompetensi guru dan konsistensi latihan santri.

Management of Local Religious and Diniyah Curriculum Implementation in Strengthening Students’ Religious Character Muhammad Rifan; Nurfadlilah Muhyi; Ahmad Syaifulloh; Gusli Bambang Irawan
Journal of Educational Management Research Vol. 4 No. 3 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i3.1782

This study aims to examine the management of local religious and Diniyah curriculum implementation in strengthening students’ religious character, while identifying its impacts, supporting factors, and challenges. Employing a qualitative descriptive approach, data were collected through observations, in-depth interviews, and document analysis in selected primary and secondary schools that implement local religious and Diniyah programs. Informants included school principals, teachers of local religious and Diniyah subjects, and students, selected using purposive and snowball sampling techniques. Data were analyzed interactively through data reduction, data display, and conclusion drawing with verification. The findings indicate that the implementation of local religious and Diniyah curriculum is systematically integrated into intramural, co-curricular, and extracurricular activities, positively influencing students’ religious character, such as increased discipline in worship, honesty, responsibility, and social care. The successful implementation is supported by strong community religiosity, engagement of religious institutions, and educational policy. However, challenges remain, including limited qualified educators, infrastructure constraints, and students’ diverse religious backgrounds. Overall, the study highlights that effective management of local religious and Diniyah curriculum can serve as a model for character education based on Islamic values in broader educational contexts.

Manajemen Alokasi Waktu sebagai Strategi Pedagogis dalam Meningkatkan Efektivitas Pembelajaran Bahasa Arab di Kelas III Madrasah Ibtidaiyah Ainun Naim; Gusli Bambang Irawan
Walada: Journal of Primary Education Vol. 5 No. 3 (2026): Walada : Journal of Primary Education
Publisher : cendekia citra gemilang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/wjpe.v5i3.1088

Manajemen alokasi waktu merupakan salah satu faktor penting dalam mendukung efektivitas pembelajaran bahasa Arab, namun kajian yang secara khusus mengkaji implementasinya pada jenjang Madrasah Ibtidaiyah masih terbatas. Penelitian ini bertujuan menganalisis efektivitas manajemen alokasi waktu pembelajaran Bahasa Arab di Kelas III MIS Al-Hidayah Tanjung Jabung Timur. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus yang melibatkan kepala madrasah, wakil kepala madrasah bidang kurikulum, guru Bahasa Arab, dan empat peserta didik yang dipilih secara purposive. Data dikumpulkan melalui observasi, wawancara semi-terstruktur, dan dokumentasi, kemudian dianalisis menggunakan model interaktif Miles dan Huberman dengan triangulasi sumber dan teknik untuk menjamin keabsahan data. Hasil penelitian menunjukkan bahwa manajemen alokasi waktu telah diimplementasikan secara efektif melalui perencanaan yang sistematis, pelaksanaan yang adaptif, dan evaluasi yang berkelanjutan. Efektivitas tersebut didukung oleh kompetensi pedagogis guru, koordinasi antarwarga madrasah, serta kemampuan guru menyesuaikan pengelolaan waktu dengan kebutuhan peserta didik. Temuan ini menegaskan bahwa manajemen alokasi waktu tidak hanya berfungsi sebagai pengaturan administratif, tetapi juga sebagai strategi pedagogis adaptif yang mendukung peningkatan kualitas pembelajaran bahasa Arab di Madrasah Ibtidaiyah

Implementation of the Yanbu'a Method in Qur'anic Learning: A Case Study at Jarinabi Islamic Boarding School Nita Novita Sari; Gusli Bambang Irawan
IQRO: Journal of Islamic Education Vol. 9 No. 1 (2026): APRIL 2026
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v9i1.12047

This study aims to analyze the implementation of the Yanbu'a method in Qur'anic learning at Jarinabi Islamic Boarding School, East Tanjung Jabung, and to identify the supporting and inhibiting factors affecting its implementation. This study employed a qualitative case study approach. Data were collected through observations, semi-structured interviews, and documentation involving one principal, two Qur'anic teachers, and eight students. The data were analyzed using the interactive model of data condensation, data display, and conclusion drawing and verification, while trustworthiness was established through source and methodological triangulation. The findings indicate that the Yanbu'a method is implemented systematically through sequential instruction, individualized guidance, continuous practice, and ongoing assessment, enabling students to progressively develop their Qur'anic recitation competence. Its successful implementation is supported by teachers' competencies, students' learning motivation, parental involvement, and a conducive learning environment, whereas differences in students' initial abilities, limited instructional time, and inconsistent practice outside the classroom remain major challenges. This study highlights that the effectiveness of the Yanbu'a method depends on the integration of pedagogical, social, and environmental factors rather than instructional procedures alone. These findings provide practical insights for Islamic educational institutions in strengthening systematic and sustainable Qur'anic learning and suggest that future studies employ quantitative or mixed-methods approaches across diverse educational settings to further examine the effectiveness of the Yanbu'a method.

Implementation of the Deep Learning Approach in Aqidah Akhlak Instruction to Develop Critical Thinking Irfan Prasetia; Gusli Bambang Irawan
IQRO: Journal of Islamic Education Vol. 9 No. 1 (2026): APRIL 2026
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v9i1.12048

Learning in Aqidah Akhlak requires instructional approaches that foster meaningful understanding, reflective thinking, and active student engagement rather than rote memorization. This study aims to analyze the implementation of the Deep Learning approach in Aqidah Akhlak instruction and examine its contribution to developing students' critical thinking skills at MAN 3 Palembang. A qualitative case study design was employed. Data were collected through classroom observations, semi-structured interviews, and document analysis, and analyzed using the interactive model of data reduction, data display, and conclusion drawing. The trustworthiness of the findings was ensured through source and technique triangulation. The findings indicate that the integration of meaningful learning, mindful learning, and joyful learning encourages students to actively construct knowledge, reflect on Islamic values, and develop logical reasoning in addressing contextual problems. The implementation of the Deep Learning approach is supported by teacher competence, institutional commitment, and a conducive learning environment, although differences in students' readiness and limited learning resources remain challenges. These findings provide empirical evidence that the Deep Learning approach offers an effective pedagogical framework for strengthening critical thinking while fostering meaningful religious learning in Islamic secondary education.

EVALUATION OF THE IMPLEMENTATION OF CHARACTER EDUCATION BASED ON NATIONAL VALUES USING THE CIPP MODEL IN ELEMENTARY SCHOOLS Syarifatul Qibtiyah; Risfa Tri Ulfa; Salis Masruhi; Gusli Bambang Irawan
Journal of Educational Review and Research Vol 9, No 1 (2026): VOLUME 9 NUMBER 1 JULY 2026
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jerr.v9i1.8801

This study aims to evaluate the implementation of character education based on national values in elementary schools using the CIPP (Context, Input, Process, Product) evaluation model. The study employed a qualitative approach with an evaluative research design conducted at SDN 96/X Rantau Indah. The research subjects consisted of the principal, classroom teachers, and students involved in the implementation of character education based on national values. Data were collected through interviews, observations, questionnaires, and documentation. Data analysis was conducted qualitatively with the support of descriptive quantitative data. The results showed that the implementation of character education based on national values has been carried out well based on the CIPP evaluation components. In the context aspect, the program was aligned with students' needs and school objectives. In the input aspect, teacher readiness and supporting facilities were adequate. In the process aspect, character education was implemented through learning activities and school habituation programs. In the product aspect, the program had a positive impact on the development of students’ discipline, responsibility, cooperation, and tolerance. The findings indicate that the CIPP evaluation model can be used as a systematic approach to evaluate the implementation of character education based on national values in elementary schools.

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