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All Journal Jurnal Ilmiah Peuradeun Jurnal Ilmiah Guru Madrasah (JIGM)
Zubaidah Zubaidah
Universitas Islam Negeri Ar-Raniry, Banda Aceh, Indonesia
Religion Humanities Education Law, Crime, Criminology & Criminal Justice Social Sciences Other

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The Relationship between Online Gaming Intensity and Discipline in Performing Obligatory Prayers Nisa Ul Anbiya; Saifullah Saifullah; Zubaidah Zubaidah
Jurnal Ilmiah Guru Madrasah Vol 5 No 1 (2026): January-June
Publisher : LaKaspia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69548/jigm.v5i1.111

Abstract

The rapid expansion of digital technology has increased children's engagement with online games, raising concerns regarding its influence on religious behavior within Islamic educational settings. Despite extensive research on the academic and social consequences of online gaming, empirical evidence addressing its association with students’ religious discipline remains limited, particularly at the Madrasah Ibtidaiyah level. This research examined the relationship between online gaming intensity and discipline in performing obligatory prayers among students of MIN 12 Nagan Raya. A quantitative correlational design was employed involving 53 students selected through purposive sampling. Data were gathered through validated and reliable questionnaires and analyzed using Pearson Product–Moment correlation and simple linear regression techniques. Statistical analysis demonstrated a significant negative correlation between online gaming intensity and prayer discipline (r = −0.451, p = 0.001). The regression results further indicated that online gaming intensity accounted for 20.3% of the variance in students’ prayer discipline (R² = 0.203). These findings indicate that increased involvement in online gaming tends to coincide with lower consistency in fulfilling obligatory prayers. The study contributes to the growing discourse on digital behavior and Islamic education by demonstrating that technology-related activities may influence not only academic and social dimensions but also the spiritual development of young learners. Consequently, strengthening cooperation between schools and families is necessary to encourage responsible digital engagement, foster self-regulation, and support the development of students’ religious character in the contemporary digital environment.
Affective Assessment within Madrasa Teachers: An Analysis of Iterative Thematic Inquiry Zubaidah Zubaidah; Suraiya Suraiya; Abdul Manan; Kamarullah Kamarullah; Rahimah Embong; Nurrahmi Nurrahmi
Jurnal Ilmiah Peuradeun Vol. 14 No. 1 (2026): Jurnal Ilmiah Peuradeun
Publisher : SCAD Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/peuradeun.v14i1.1459

Abstract

Effective assessment of students’ attitudes, behaviors, and values is a key component of value-based education reforms, yet its implementation often remains uneven at the classroom level. This study examines how affective assessment policies are enacted in madrasa education under the KDJPI framework in Aceh Province, Indonesia. Using a qualitative research design grounded in Iterative Thematic Inquiry, the study analyzes data from questionnaires administered to 224 madrasa teachers, semi-structured interviews with six teachers (E1–E6), and relevant instructional documents. The findings show that the persistent gap between affective assessment policy and practice cannot be sufficiently explained by teachers’ lack of commitment or competence. Although teachers generally demonstrate positive orientations toward affective assessment instruments such as reflective journaling and checklists, their implementation remains inconsistent due to structural constraints, including limited instructional time, large class sizes, administrative demands, and insufficient institutional support. In response, teachers adopt adaptive strategies that reflect professional agency but also reveal the limits of individual effort in the absence of coherent governance arrangements. By conceptualizing affective assessment as a negotiated and structurally constrained practice, this study contributes to debates on policy enactment and non-cognitive assessment in value-based education systems, with implications extending beyond the specific socio-religious context of Aceh.
Co-Authors Abdul Manan Kamarullah Kamarullah Nisa Ul Anbiya Nurrahmi Nurrahmi Rahimah Embong Saifullah Saifullah Suraiya Suraiya