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All Journal Lentera:Indonesian Journal of Multidisciplinary Islamic Studies Referensi Islamika: Jurnal Studi Islam Jurnal Hurriah: Jurnal Evaluasi Pendidikan dan Penelitian
Amiruddin Amiruddin
Institut Agama Islam Negeri Langsa
Religion Humanities Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Social Sciences

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Strengthening students' religious character through Islamic culture at MTs.S Al Washliyah Langsa Al Banjar; Amiruddin Amiruddin; Syamsul Rizal; Muhibuddin Muhibuddin; Masruroh Lubis; Amrun Saleh; Sulaiman W.; Husnul Fikry
Referensi Islamika: Jurnal Studi Islam Vol. 4 No. 4 (2026): August
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/ri.v4i4.807

Abstract

This study aims to analyze how Islamic cultural practices can strengthen the religious character of students in private Islamic schools with limited funding. This study is a qualitative case study that uses observation, semi-structured interviews, and documentation and purposively involves the madrasa community. The study focuses on exploring socio-religious activities related to the implementation of Islamic culture. Data analysis uses the Miles and Huberman interactive model, with data collection, presentation, and conclusions triangulating methods and sources. This research demonstrates that Islamic cultural patterns can strengthen students' religious character through seven forms of Islamic culture. This support is inseparable from the commitment of the madrasa principal, the role model of teachers, and the creation of a conducive school environment. At the same time, the barriers are a lack of parental attention and the negative influence of free media. This study is limited to a single madrasa and does not quantitatively assess the development of students' religious character. This study is novel in that, even in a limited financial situation, private madrasas with Islamic cultural activities can strengthen students' religious character through exemplary teacher activities and habituation to collective Islamic culture, without relying on costly formal programs.
Pedagogical and Cultural Competence Work Islamic Religious Education Teachers in Improving Character Student At State High School in Rantau Selamat District Zuraida Zuraida; Amiruddin Amiruddin; Yusaini Yusaini
JURNAL HURRIAH: Jurnal Evaluasi Pendidikan dan Penelitian Vol. 6 No. 4 (2025): Jurnal Hurriah: Journal of Educational Evaluation and Research
Publisher : Yayasan Pendidikan dan Kemanusiaan Hurriah Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56806/jh.v6i4.329

Abstract

This study aims to 1) analyze the pedagogical competence of Islamic Religious Education teachers in the learning process at State Senior High Schools in Rantau Selamat District. 2) analyze the work culture of Islamic Religious Education teachers contributing to the formation of student character at State Senior High Schools in Rantau Selamat District. 3) analyze the supporting and inhibiting factors in the implementation of pedagogical competence and work culture of Islamic Religious Education teachers at State Senior High Schools in Rantau Selamat District. This type of research is field research. The results of the study indicate that 1) the pedagogical competence of Islamic Religious Education (PAI) teachers in the learning process at at State Senior High Schools in Rantau Selamat District, based on the results of the study that Islamic Religious Education (PAI) teachers at State Senior High Schools 1 and State Senior High Schools 2 Rantau Selamat have good and effective pedagogical competence in the learning process. 2) The work culture of Islamic Religious Education (PAI) teachers contributes to the formation of student character at process at State Senior High Schools in Rantau Selamat District, based on the results of research that the work culture of Islamic Religious Education (PAI) teachers at State Senior High Schools 1 and State Senior High Schools 2 Rantau Selamat plays a significant role in the formation of student character. 3) The implementation of pedagogical competence and the work culture of Islamic Religious Education (PAI) teachers at State Senior High Schools 1 and State Senior High Schools 2 Rantau Selamat is influenced by supporting and inhibiting factors. Supporting factors include teacher commitment and professionalism, principal support through academic supervision, a religious school environment, and adequate learning facilities, including digital media and comfortable classrooms
Utilization of Digital Tutorials in Improving Motivation to learn And Students' Understanding of Islamic Education Subjects In Junior High School Negeri 1 Peureulak Elmayanti Elmayanti; Amiruddin Amiruddin; Sabaruddin Sabaruddin
JURNAL HURRIAH: Jurnal Evaluasi Pendidikan dan Penelitian Vol. 6 No. 4 (2025): Jurnal Hurriah: Journal of Educational Evaluation and Research
Publisher : Yayasan Pendidikan dan Kemanusiaan Hurriah Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56806/jh.v6i4.338

Abstract

This study objective is to evaluate the utilization of digital tutorials in Islamic Religious Education instruction, assess their influence on students' learning motivation, and investigate their role in enhancing students' comprehension of IRE content at Junior High School Negeri 1 Peureulak. A qualitative descriptive methodology was utilized, with data gathered via observations, interviews, and documentation. The results show that adding digital tutorials is a change in teaching style that leads to more humanistic, contextual, and technology-based learning. Digital tutorials have been shown to improve students' motivation, understanding, and religious character through careful preparation, thoughtful implementation, and ongoing evaluation. Digital tutorials greatly boost students' enthusiasm, activity, creativity, and independence in learning. This is because digital media combine visual, audio, and interactive elements that make learning more interesting and meaningful, which encourages both intrinsic and extrinsic motivation. Strong school support, access to digital resources, competent teachers, cooperation between teachers and IT personnel, and high student interest are all aspects that help. But there are still certain problems, such as a lack of infrastructure, limited time for learning, teachers' variable levels of computer proficiency, and students not having equal access to digital gadgets.
The Integration of PAI Teachers’ Competence and Inclusive Learning Strategies to Overcome Students’ Learning Barriers at SMA Negeri 1 Manyak Payed Fauziah Fauziah; Amiruddin Amiruddin; Lathifah Hanum
JURNAL HURRIAH: Jurnal Evaluasi Pendidikan dan Penelitian Vol. 7 No. 1 (2026): Jurnal Hurriah: Journal of Educational Evaluation and Research
Publisher : Yayasan Pendidikan dan Kemanusiaan Hurriah Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56806/jh.v7i1.404

Abstract

This study aims to analyze the integration of pedagogical competence and professional competence of Islamic Religious Education (PAI) teachers with inclusive learning strategies in overcoming students’ learning barriers at SMA Negeri 1 Manyak Payed. Inclusive learning is understood as an educational approach that emphasizes the fulfillment of every student’s right to learn through the adjustment of learning methods, media, and evaluation according to students’ individual characteristics and needs. This research employs a qualitative approach with a field research design. The research site is SMA Negeri 1 Manyak Payed, focusing on PAI instruction in class X.1. The research subjects include the school principal, PAI teachers, and students. Data were collected through in-depth interviews, participatory observation, and documentation. Data analysis was conducted interactively through the stages of data reduction, data display, and conclusion drawing, while data validity was ensured through source and method triangulation. The results show that PAI teachers implement inclusive learning strategies through differentiated instruction, the use of adaptive and multisensory learning media, and flexible learning evaluation. Differentiated instruction is carried out by adjusting methods, materials, and assignments based on students’ abilities and needs. The use of visual, audio, and audiovisual media helps students who experience difficulties in reading, memorizing, and understanding PAI material. Learning evaluation does not focus solely on written tests but also employs performance-based assessment and project-based tasks. The integration of pedagogical competence and professional competence of PAI teachers is a crucial factor in creating inclusive and effective learning. Pedagogical competence is reflected in the ability to understand students’ characteristics and manage learning adaptively, while professional competence is evident in deep mastery of PAI subject matter. This study recommends enhancing teacher competence through continuous training and strengthening school policy support to reinforce the implementation of inclusive learning
Implementing Full-Day School to Improve Student Academic Achievement, Interests, Talents, and Character at Muhammadiyah 2 Elementary School, Langsa City Amiruddin Amiruddin; Yustizar Yustizar; Sulaiman W
Lentera: Indonesian Journal of Multidisciplinary Islamic Studies Vol 8 No 2 (2026): Lentera: Indonesian Journal of Multidisciplinary Islamic Studies
Publisher : Program Pascasarjana IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/lentera.v8i2.15891

Abstract

This study examines how the Full-Day School (FDS) system organizes extended school time to support students’ academic development, interests and talents, and character formation at SD 2 Muhammadiyah Kota Langsa. A qualitative case study design was employed, with data collected through observations, in-depth interviews, and documentation involving the principal, teachers, extracurricular supervisors, students, and parents. Data were analyzed through reduction, display, and conclusion drawing, supported by triangulation and member checking. The findings show that FDS integrates academic learning, remedial and enrichment activities, religious habituation, disciplined school routines, and structured extracurricular programs within a continuous daily schedule. Academic development is supported through additional learning opportunities and varied instructional strategies, while students’ interests and talents are developed through extracurricular guidance, regular practice, and participation in competitions. Character formation is supported through religious practices, teacher guidance, discipline, and repeated habituation. Implementation is enabled by school management, teacher commitment, religious school culture, parental support, and facilities but constrained by student fatigue, boredom, and teacher workload. The study contributes by identifying the organization of educational time as a mechanism connecting academic, talent, and character development within FDS. The findings imply that FDS requires balanced scheduling, pedagogical variation, structured extracurricular activities, and attention to student well-being and teacher workload. Its value depends less on more school time than on better-organized educational time.
Co-Authors ., Yustizar Al Banjar Amrun Saleh Elmayanti Elmayanti Fauziah Fauziah Husnul Fikry Lathifah Hanum Masruroh Lubis Muhibuddin Muhibuddin Sabaruddin Sabaruddin Sulaiman W Sulaiman W. Syamsul Rizal Yusaini Yusaini Zuraida Zuraida