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All Journal Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Ashlach : Journal of Islamic Education
Ahmad Khumaidi
Universitas Islam Zainul Hasan Genggong Probolinggo, Indonesia
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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Strategi Guru Pendidikan Agama Islam Dalam Membina Akhlak Mulia Peserta Didik Di Madrasah Aliyah Al-Muttahidah Agik Lubabun Nafis; Ahmad Khumaidi; Mohamad Solihin
Ashlach : Journal of Islamic Education Vol. 4 No. 01 (2026): Ashlach: Journal Of Islamic Education (April)
Publisher : Universitas Nahdlatul Ulama Pasuruan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55757/ashlach.v4i01.1370

Abstract

Penelitian ini bertujuan untuk mendeskripsikan strategi guru Pendidikan Agama Islam dalam membina akhlak mulia peserta didik di MA Al-Muttahidah Sentong Krejengan Probolinggo serta mengidentifikasi faktor-faktor pendukung dan penghambat dalam pelaksanaannya. Penelitian menggunakan pendekatan kualitatif dengan jenis studi kasus. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi dengan melibatkan kepala madrasah, guru Pendidikan Agama Islam, wakil kepala bidang kesiswaan, dan peserta didik sebagai informan penelitian. Analisis data dilakukan menggunakan model interaktif Miles, Huberman, dan Saldaña yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa strategi pembinaan akhlak peserta didik dilaksanakan melalui keteladanan (uswah hasanah), pembiasaan, pemberian nasihat dan motivasi (mau’izhah hasanah), serta pembelajaran kontekstual yang diintegrasikan dalam kegiatan pembelajaran dan budaya madrasah. Guru Pendidikan Agama Islam berperan tidak hanya sebagai pengajar, tetapi juga sebagai teladan, pembimbing, dan motivator dalam pembentukan karakter peserta didik. Faktor pendukung pembinaan akhlak meliputi budaya religius madrasah yang kuat, keteladanan guru, dukungan kebijakan madrasah, serta kerja sama antara guru dan orang tua. Adapun faktor penghambat meliputi keterbatasan waktu pembelajaran, pengaruh lingkungan sosial, penggunaan media sosial, serta perbedaan latar belakang keluarga peserta didik. Penelitian ini menemukan bahwa pembinaan akhlak tidak hanya bergantung pada satu strategi, tetapi merupakan hasil sinergi berbagai pendekatan yang diterapkan secara konsisten dalam lingkungan madrasah. Temuan ini menunjukkan bahwa strategi guru Pendidikan Agama Islam yang integratif dapat menjadi model efektif dalam membentuk akhlak mulia peserta didik di madrasah
Optimising Qur’anic Reading Ability through the Jibril Method: A Qualitative Case Study in Indonesian Madrasah Tsanawiyah Amyadi; Ahmad Khumaidi; Nuramin
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 9 No. 2 (2026): DIRASAH
Publisher : Institut Agama Islam (IAI) Faqih Asy'ari Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58401/dirasah.v9i2.3242

Abstract

Qur’anic reading instruction in Indonesian Islamic junior secondary schools (madrasah tsanawiyah) frequently confronts persistent learner heterogeneity in makhraj (articulation), tajwid (recitation rules), and reading fluency, with predominantly teacher-centred methods failing to accommodate individual learning needs. This study examined the implementation of the Jibril Method and its contribution to Qur’anic reading skill development at MTs Nurur Rahmah Sambirampak Lor Kotaanyar, Probolinggo, Indonesia. A qualitative single case study design was employed with 20 purposively sampled informants: two Qur’anic teachers, twelve Grade VII-VIII students with at least one semester of programme participation representing high, moderate, and low reading ability, one school principal, and five parents. Data were generated through eight structured classroom observations, twenty in-depth semi-structured interviews, and systematic document analysis. The Miles, Huberman, Saldaña interactive thematic model was applied, with trustworthiness established through source, technique, and time triangulation and member checking. Findings reveal that the Jibril Method is implemented through four integrated pedagogical components: (1) talqin (teacher modelling of correct recitation), (2) taqlid (student imitation as observational learning), (3) repetitive practice (3–5 repetitions per identified error), and (4) immediate corrective feedback. Across five indicators makhraj accuracy, tajwid application, reading fluency, reading confidence, and learner engagement documented evidence confirmed gradual, progressive improvements over the eight-session observation period, corroborated by teacher records, student accounts, and parent reports. The study offers an empirically grounded four-component pedagogical model that positions the Jibril Method as a theoretically coherent approach integrating Social Learning Theory, skill automaticity, and formative assessment principles, with practical implications for adaptive Qur’anic literacy instruction in formal Islamic school contexts.
Co-Authors Agik Lubabun Nafis Amyadi Mohamad Solihin Nuramin