Article Per Year (5 Year)
p-Index From 2021 - 2026
2.17
P-Index
This Author published in this journals
All Journal Palapa: Jurnal Study Keislaman dan Ilmu Pendidikan AS-SABIQUN: Jurnal Pendidikan Islam Anak Usia Dini
Moh. Irwan Hadi
STIT Palapa Nusantara Lombok NTB
Religion Decision Sciences, Operations Research & Management Education Library & Information Science Other

Published : 13 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 13 Documents
Search

 1   2 
Moral-Spiritual Habituation in Community Qur'anic Learning at TPQ Anwarul Masalik Keruak Moh. Irwan Hadi
PALAPA Vol 10 No 1 (2022): MEI
Publisher : LP2M STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/palapa.v10i1.6509

Abstract

Community-based Qur’anic education not only transmits recitation skills but also provides a moral ecology in which students develop manners, worship discipline, and spiritual self-control. This study aims to examine how moral-spiritual habituation is organized in Qur’anic learning at TPQ Anwarul Masalik Keruak. A descriptive qualitative approach was employed to capture the practices, meanings, and constraints of moral development within the TPQ environment. Data were collected through interviews, observation, and documentation involving the head of the TPQ and three ustaz/ustazah who were directly engaged in learning activities from February to March 2021. The data were analyzed through data reduction, thematic display, and conclusion drawing, while credibility was strengthened through source, technique, and time triangulation. The findings indicate that moral-spiritual habituation was formed through four interconnected patterns: daily manners as an entry point for akhlak al-karimah, worship routines as training for discipline and devotion, muraqabah awareness as internal moral control, and informal evaluation through repeated reminders and educator modelling. These practices were implemented through greeting routines, polite speech, cleanliness habits, Qur’anic recitation, daily prayers, exemplary stories, and advice linking behavior to accountability before Allah. The main constraints included inconsistent reinforcement outside the TPQ, differences in students’ family and peer environments, and the absence of measurable indicators for moral development. This study concludes that moral formation in TPQ requires an integrated design that connects habituation, worship practice, spiritual awareness, parental communication, and simple behavioral evaluation. Theoretically, this study contributes to the literature on moral-spiritual education in community-based Qur’anic learning, while practically, it offers implications for strengthening structured, evaluative, and collaborative moral development practices in TPQ.
Constructive Discipline Consequences and Fifth-Graders' Learning Motivation at SDN 1 Selebung Ketangga Moh. Irwan Hadi
PALAPA Vol 11 No 1 (2023): MEI
Publisher : LP2M STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/palapa.v11i1.6510

Abstract

Classroom discipline should be understood not merely as behavioral control but as an educational consequence that guides students toward responsible learning behavior. This study aims to examine the relationship between constructive discipline consequences and the learning motivation of fifth-grade students at SDN 1 Selebung Ketangga in the 2022/2023 academic year. A quantitative approach with an ex post facto design was employed. The sample comprised all fifth-grade students in the classroom under study, selected through total sampling. Data were collected through questionnaires, observation, and documentation and analyzed using simple linear regression with SPSS 22. The findings show that constructive discipline consequences, operationalized through educational punishment, have a positive and significant effect on students’ learning motivation, as indicated by a regression coefficient of 2.974 and a significance value of 0.006 (< 0.05). The R Square value of 1.000 indicates an extremely high predictive level in the available dataset; therefore, the model should be interpreted with caution in the context of educational behavioral research. These findings suggest that proportional, nonphysical, non-humiliating, and pedagogically explained discipline consequences can serve as behavioral feedback that supports students’ learning engagement. This study concludes that constructive discipline contributes to learning motivation when implemented ethically and educationally. Theoretically, this study contributes to classroom management research by reframing discipline as a pedagogical strategy rather than a punitive mechanism. Practically, it highlights the importance of discipline practices that protect students’ dignity, strengthen positive learning habits, and support responsible classroom behavior.
Student Record Management for Administrative Service Quality at TK DYAS Montessori School Moh. Irwan Hadi
PALAPA Vol 12 No 1 (2024): MEI
Publisher : LP2M STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/palapa.v12i1.6511

Abstract

Administrative service quality in early childhood education depends on the accuracy, accessibility, and security of student records. Although school administration has increasingly adopted digital tools, student record management in kindergarten institutions often remains fragmented across manual archives, simple digital files, and informal communication with parents. This study aims to analyze how student record management supports administrative service quality at TK DYAS Montessori School. A descriptive qualitative approach with a case study design was employed. Data were collected through observation, semi-structured interviews, and documentation involving the kindergarten principal, administrative staff, classroom teachers, and parents as supporting informants. Data were analyzed through data condensation, data display, and conclusion drawing, while credibility was strengthened through source, technique, and time triangulation. The findings indicate that student record management supports five administrative service functions: student registration, class administration, reporting, parent–school communication, and institutional documentation. However, the process still faces several constraints, including incomplete student documents, unscheduled data updating, uneven archive classification, partial integration between manual and digital records, and the absence of detailed written procedures. The school has attempted to improve student record management by completing documents, reorganizing archives, preparing digital recapitulations, strengthening coordination among school actors, and developing more standardized administrative procedures. This study concludes that student record management is not merely clerical work but a strategic administrative mechanism for improving service accuracy, work efficiency, data accountability, and institutional readiness in early childhood education. Theoretically, this study contributes to the literature on school administration and student data governance in kindergarten contexts. Practically, it provides implications for strengthening standardized, integrated, and accountable administrative services in early childhood education institutions.
Co-Authors