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p-Index From 2021 - 2026
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All Journal Jurnal Konseling Pendidikan Islam Socius: Social Sciences Research Journal
Zamakhsari Zamakhsari
UIN Sunan Kalijaga Yogyakarta
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Other

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INNOVATION IN DIGITAL PICTURE CARD-BASED ASSESSMENT IN ARABIC VOCABULARY MASTERY AMONG MADRASAH TSANAWIYAH STUDENTS Arif Mahfudhi; Zamakhsari Zamakhsari; Anjun Nikmah Wakhidatul Mu’arifah
Jurnal Konseling Pendidikan Islam Vol. 7 No. 3 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i3.2270

Abstract

This research investigates an unique evaluation technique that uses digital picture cards to improve Arabic vocabulary competence among seventh-grade pupils in a Madrasah Tsanawiyah. While visual materials have long assisted vocabulary acquisition, their use as a structured assessment tool is still in its early stages, particularly in schools that limit students' access to mobile devices. This gap emphasizes the importance of researching how digital visual evaluations can help with vocabulary development in technology-constrained contexts. The goal of the research is to assess the efficiency of this novel evaluation as well as the difficulties that arise from restricted device access. A qualitative descriptive methodology was used, which included classroom observations, semi-structured interviews with an Arabic instructor and pupils, and documentation of evaluation results. According to findings, the innovation successfully improves students' identification, pronunciation, and understanding of vocabulary by forming strong visual links, while also boosting confidence and engagement during evaluation. The instructor noticed significant gains in accuracy and memory throughout assessment cycles. However, limitations arose since students could not use personal devices, forcing reliance on projectors and computer labs, which limited individual engagement with digital media. Despite these limitations, the novel assessment methodology is still effective and well received. The research suggests improving technology infrastructure and implementing more favorable policies to promote the long-term usage of digital breakthroughs in Arabic learning assessment.
Collaborative Learning, Teachers’ Collegial Pedagogical Relationships, and the Role of Madrasah Principals as Pillars of the Learning Community in Madrasah Ibtidaiyah Nurul Kamilati; Zamakhsari Zamakhsari
Socius: Jurnal Penelitian Ilmu-Ilmu Sosial Vol 4, No 2 (2026): September 2026
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.22941762

Abstract

The paradigm shift in 21st-century education requires madrasahs to develop a collaborative and sustainable learning culture. A learning community should not only be established at the institutional level but also be reflected in classroom learning practices and professional relationships among teachers. This study aims to describe and analyze collaborative learning, teachers’ collegial pedagogical relationships, and the role of the madrasah principal as pillars of the learning community at MI Al Huda Karangnongko, Sleman Regency. This study employed a qualitative approach with a case study design. Data were collected through participatory observation and in-depth interviews with the madrasah principal, teachers, and students, and were analyzed using the Miles and Huberman interactive model. Data validity was ensured through source and technique triangulation. The findings indicate that the learning community at MI Al Huda Karangnongko is established through three mutually reinforcing pillars. First, collaborative learning is implemented through group work, discussion, the use of interactive digital media, and the teacher’s role as a dialogical facilitator. Second, collegial pedagogical relationships are developed through peer mentoring, reflective discussions, knowledge sharing, and cross-disciplinary collaboration. Third, the madrasah principal supports the learning community by providing spaces for collaboration, facilitating teacher professional development, and encouraging learning innovation. These findings demonstrate that a learning community develops through the integration of collaborative classroom practices, collegial teacher culture, and supportive madrasah leadership.
Co-Authors Anjun Nikmah Wakhidatul Mu’arifah Arif Mahfudhi Nurul Kamilati