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Peranan Komite Madrasah dalam Peningkatan Mutu Pendidikan di Madrasah Ibtidaiyah Negeri Lopian Kecamatan Badiri Rahmadi Tanjung; Erawadi; Zainal Efendi Hasibuan
AL-IBROH: Jurnal Ilmu Pendidikan dan Keguruan Vol 1 No 02 (2024): AL-IBROH: Jurnal Ilmu Pendidikan dan Keguruan
Publisher : Sekolah Tinggi Ilmu Tarbiyah Padang Lawas (STIT PL) Gunung Tua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.3724/al-ibroh.v1i02.26

Education is a shared responsibility, not only of the government but also of parents, the community, and the madrasah committee. Effective collaboration is essential to creating a conducive and enjoyable learning environment. This study employs a qualitative method to examine the quality of education at MIN Lopian, the role of the madrasah committee in improving educational quality, and the supporting and inhibiting factors. The research informants include the madrasah committee, homeroom teachers, and the vice principal for curriculum affairs. Data were collected through observation, interviews, and documentation. The findings reveal that the madrasah committee plays a role as an advisor in program planning, a financial and manpower supporter, a supervisor of educational policies, and a mediator between parents and the madrasah. The quality of education at MIN Lopian is supported by students' motivation, teacher guidance, and adequate facilities. The teaching and learning process incorporates various methods, including daily religious practice. As a result, students excel academically and non-academically while demonstrating discipline and good character. The factors supporting the committee’s role include a shared vision, effective communication, and transparency between the madrasah and the committee. Meanwhile, the main challenges are limited human resources, time constraints, and coordination issues among committee members.

Implementasi Media Audio Visual dalam Meningkatkan Aktivitas dan Hasil Belajar Pendidikan Agama Islam Siswa Nurasia Hasibuan; Erawadi; Zulhammi
AL-IBROH: Jurnal Ilmu Pendidikan dan Keguruan Vol 1 No 02 (2024): AL-IBROH: Jurnal Ilmu Pendidikan dan Keguruan
Publisher : Sekolah Tinggi Ilmu Tarbiyah Padang Lawas (STIT PL) Gunung Tua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.3724/al-ibroh.v1i02.27

This study aims to improve the learning activities and outcomes of fifth-grade students at SDN 200509 Perkebunan Pulo Bauk, Padangsidimpuan, in the subject of Islamic Religious Education (PAI) through the use of Audio-Visual Media. Initial observations indicated low student engagement and achievement due to the predominant use of lecture and discussion methods, which were less engaging for students. As a solution, this study implemented Audio-Visual Media in the learning process. This research employed the Classroom Action Research method, consisting of cycles that include planning, action, observation, and reflection. The findings showed an improvement in learning outcomes. The students' initial average score was 70.91, with a mastery level of 65.71%. After implementing Audio-Visual Media, scores increased in each cycle. Cycle I reached an average of 80.05–84.2, Cycle II 80.42–80.71, and Cycle III 84.91–85.09. Thus, the use of Audio-Visual Media has been proven to enhance student engagement and learning outcomes in Islamic Religious Education, confirming the research hypothesis.

Peranan Komite Madrasah dalam Peningkatan Mutu Pendidikan di Madrasah Ibtidaiyah Negeri Lopian Kecamatan Badiri Rahmadi Tanjung; Erawadi; Zainal Efendi Hasibuan
AL-IBROH: Jurnal Ilmu Pendidikan dan Keguruan Vol 1 No 02 (2024): AL-IBROH: Jurnal Ilmu Pendidikan dan Keguruan
Publisher : Sekolah Tinggi Ilmu Tarbiyah Padang Lawas (STIT PL) Gunung Tua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.3724/al-ibroh.v1i02.26

Education is a shared responsibility, not only of the government but also of parents, the community, and the madrasah committee. Effective collaboration is essential to creating a conducive and enjoyable learning environment. This study employs a qualitative method to examine the quality of education at MIN Lopian, the role of the madrasah committee in improving educational quality, and the supporting and inhibiting factors. The research informants include the madrasah committee, homeroom teachers, and the vice principal for curriculum affairs. Data were collected through observation, interviews, and documentation. The findings reveal that the madrasah committee plays a role as an advisor in program planning, a financial and manpower supporter, a supervisor of educational policies, and a mediator between parents and the madrasah. The quality of education at MIN Lopian is supported by students' motivation, teacher guidance, and adequate facilities. The teaching and learning process incorporates various methods, including daily religious practice. As a result, students excel academically and non-academically while demonstrating discipline and good character. The factors supporting the committee’s role include a shared vision, effective communication, and transparency between the madrasah and the committee. Meanwhile, the main challenges are limited human resources, time constraints, and coordination issues among committee members.

Implementasi Media Audio Visual dalam Meningkatkan Aktivitas dan Hasil Belajar Pendidikan Agama Islam Siswa Nurasia Hasibuan; Erawadi; Zulhammi
AL-IBROH: Jurnal Ilmu Pendidikan dan Keguruan Vol 1 No 02 (2024): AL-IBROH: Jurnal Ilmu Pendidikan dan Keguruan
Publisher : Sekolah Tinggi Ilmu Tarbiyah Padang Lawas (STIT PL) Gunung Tua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.3724/al-ibroh.v1i02.27

This study aims to improve the learning activities and outcomes of fifth-grade students at SDN 200509 Perkebunan Pulo Bauk, Padangsidimpuan, in the subject of Islamic Religious Education (PAI) through the use of Audio-Visual Media. Initial observations indicated low student engagement and achievement due to the predominant use of lecture and discussion methods, which were less engaging for students. As a solution, this study implemented Audio-Visual Media in the learning process. This research employed the Classroom Action Research method, consisting of cycles that include planning, action, observation, and reflection. The findings showed an improvement in learning outcomes. The students' initial average score was 70.91, with a mastery level of 65.71%. After implementing Audio-Visual Media, scores increased in each cycle. Cycle I reached an average of 80.05–84.2, Cycle II 80.42–80.71, and Cycle III 84.91–85.09. Thus, the use of Audio-Visual Media has been proven to enhance student engagement and learning outcomes in Islamic Religious Education, confirming the research hypothesis.

Istana dan Pendidikan Islam: Ditinjau dari Perspektif Sejarah Sosial Pendidikan Islam Siti Ropiqah; Aidul Azhari Harahap; Erawadi
AL-IBROH: Jurnal Ilmu Pendidikan dan Keguruan Vol 1 No 01 (2024): AL-IBROH: Jurnal Ilmu Pendidikan dan Keguruan
Publisher : Sekolah Tinggi Ilmu Tarbiyah Padang Lawas (STIT PL) Gunung Tua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.3724/al-ibroh.v1i01.9

The history of Islam and Islamic educational institutions have been closely intertwined since ancient times to the present day. They have a significant connection in the social history of Islamic education, starting from the influence of Islamic kingdoms and various influential scholars in improving the quality and dissemination of Islamic education in various regions under their leadership. One of the policies in the past was the establishment of an Islamic educational institution by the kingdom (palace) for the education of royal descendants, which did not restrict access for the public to pursue education there. This research was conducted using the library research method, resulting in findings that contributed to knowledge and insights related to the addressed issues. The implementation of education for royal descendants became one form of more formal institutional institutions with a more directed educational curriculum, giving rise to Islamic educational institutions and the development of Islamic educational institutions. This represents one form of implementing the educational process within palace institutions, especially concerning Islamic education. However, there was a dichotomy in the implementation of the educational process considered as elite educational institutions within the Islamic Kingdom Palace at that time, giving rise to various terms for its educators such as "muaddib”.

Juhūd al-Mu’allimah fī Tarqiyah Mahārah al-Kalām lada Ṭullāb Ma’had Roudhotul Jannah bi Pagaran Batu Padang Lawas al-Syamāliyyah Endang Safitri Hutapea; Ira Aniati; Erawadi
HuRuf Journal : International Journal of Arabic Applied Linguistic Vol. 5 No. 2 (2025): December 2025
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/huruf.v5i2.9511

Many students still experience difficulties in communicating in Arabic, as reflected in their low participation in classroom discussions and their hesitation to interact with teacher. The improvement of speaking skills is closely related to the efforts made by teacher in the learning process. This study aims to analyze teacher’s efforts in improving students’ speaking skills and to identify the obstacles faced by teacher in enhancing students’ speaking skills at Roudhotul Jannah Boarding School. This study employed a qualitative research design with a descriptive approach. Data were collected through classroom observations during Arabic language learning activities and interviews with Arabic language teacher and students. The findings reveal that teacher’s efforts to improve students’ speaking skills are carried out through three main aspects: the implementation of Arabic language environment, the use of various teaching methods, and the application of appropriate learning strategies. Teacher also motivate students by consistently using Arabic in daily communication, providing appreciation for students who actively speak Arabic, and encouraging students’ confidence to communicate in Arabic. However, teacher face several obstacles in improving students’ speaking skills, including limited learning media, students’ difficulties in reading Arabic texts, differences in students’ levels of understanding, and students’ shyness in speaking Arabic.

Istana dan Pendidikan Islam: Ditinjau dari Perspektif Sejarah Sosial Pendidikan Islam Siti Ropiqah; Aidul Azhari Harahap; Erawadi
AL-IBROH: Jurnal Ilmu Pendidikan dan Keguruan Vol 1 No 01 (2024): AL-IBROH: Jurnal Ilmu Pendidikan dan Keguruan
Publisher : Sekolah Tinggi Ilmu Tarbiyah Padang Lawas (STIT PL) Gunung Tua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.3724/al-ibroh.v1i01.9

The history of Islam and Islamic educational institutions have been closely intertwined since ancient times to the present day. They have a significant connection in the social history of Islamic education, starting from the influence of Islamic kingdoms and various influential scholars in improving the quality and dissemination of Islamic education in various regions under their leadership. One of the policies in the past was the establishment of an Islamic educational institution by the kingdom (palace) for the education of royal descendants, which did not restrict access for the public to pursue education there. This research was conducted using the library research method, resulting in findings that contributed to knowledge and insights related to the addressed issues. The implementation of education for royal descendants became one form of more formal institutional institutions with a more directed educational curriculum, giving rise to Islamic educational institutions and the development of Islamic educational institutions. This represents one form of implementing the educational process within palace institutions, especially concerning Islamic education. However, there was a dichotomy in the implementation of the educational process considered as elite educational institutions within the Islamic Kingdom Palace at that time, giving rise to various terms for its educators such as "muaddib”.

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