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All Journal Al-Imam : Journal on Islamic Studies, Civilization And Learning Societies ARKHAS: Journal of Arabic Language Teaching
Khoiril Akhbar
Universitas Islam KH. Achmad Muzakki Syah Jember, Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Effectiveness of the Al-Miftah Lil Ulum Method in Reducing Student Boredom in Learning Arabic Grammar Eva Maulidatul Hasanah; Khoiril Akhbar; Salma Abid Azzi
Journal of Arabic Language Teaching Vol. 5 No. 1 (2025): ARKHAS ~ Journal of Arabic Language Teaching
Publisher : Postgraduate Study Programme of Universitas Islam Negeri KH. Achmad Siddiq Jember, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/arkhas.v5i1.2262

Abstract

This research examines the success of several students in learning Arabic qowaid (grammar) at Muqaddimatul Akhlaq Islamic Junior High School. While observing Arabic language learning activities, the researcher identified several challenges, including 1) students’ limited understanding of nahwu (Arabic syntax) rules and 2) a monotonous and unengaging learning system. The research aims to: 1) the effectiveness of the Al-Miftah Lil Ulum method in reducing student fatigue in learning Arabic qowaid and 2) whether the Al-Miftah Lil Ulum method improves students’ mastery of Arabic qowaid. This research employs a qualitative descriptive approach, specifically field research, to analyze the implementation of the Al-Miftah Lil Ulum method. Data analysis techniques include domain, taxonomic, componential, and thematic analyses. The findings indicate that implementing the Al-Miftah method at Muqaddimatul Akhlaq Islamic Junior High School has been effective and aligns with the guidelines outlined in the Al-Miftah Lil Ulum method handbook.
Strategi Guru Pendidikan Agama Islam dalam Penerapan Akhlak Mulia Siswa Ira Safira; Khoiril Akhbar
AL-IMAM: Journal on Islamic Studies, Civilization and Learning Societies Vol 7 No 2 (2026)
Publisher : IDRIS Darulfunun Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58764/j.im.2026.7.182

Abstract

This study aims to analyze the strategies employed by Islamic Religious Education (PAI) teachers in implementing students’ noble character (akhlak mulia), describe the implementation of affective learning in fostering students’ moral development, and identify the supporting and inhibiting factors encountered in the process at MTs Al Qodiri IV Jember. This research employed a qualitative descriptive approach. Data were collected through observation, semi-structured interviews, and documentation involving the principal, Islamic Religious Education teachers, homeroom teachers, and students. The collected data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The findings reveal that PAI teachers implement noble character education through exemplary behavior (uswah hasanah), religious habituation, advice (mau'idzah hasanah), and persuasive supervision. The implementation of affective learning reflects Thomas Lickona’s three dimensions of character education, namely moral knowing, moral feeling, and moral action, which are integrated into classroom instruction and religious school culture. Supporting factors include the pesantren-based environment, teachers’ commitment, and religious habituation programs, whereas inhibiting factors consist of digital media influence, peer pressure, and students’ diverse family backgrounds. This study contributes to the development of character education by presenting an adaptive strategy for integrating affective learning with Islamic values in a pesantren-based formal school, thereby enriching the discourse on Islamic character education in the digital era.
Co-Authors Eva Maulidatul Hasanah Ira Safira Salma Abid Azzi