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All Journal Journal Research in Islamic Education Assyfa Journal of Islamic Studies Grief and trauma
Rina Mida Hayati
Universitas Ma'arif Lampung, Indonesia
Religion Education Environmental Science Health Professions Neuroscience Public Health Social Sciences Other

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The Effect of Group Counseling with Cognitive Defusion Technique in Cognitive Behavior Therapy to Enhance Self-Confidence Miratul Mukaromah; Kus Hendar; Rina Mida Hayati
Grief and Trauma Vol. 3 No. 2 (2025): Grief and Trauma
Publisher : Scidacplus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59388/gt.v3i2.816

Abstract

This research aims to examine the effect of Cognitive Behavior Therapy (CBT) group counseling using cognitive defusion techniques to increase students' self-confidence at Sunan Ampel Punggur Middle School. Adolescents' low self-confidence is a critical issue in education, considering that puberty is a sensitive period for forming self-concept. The decreasing self-confidence in junior high school students can be seen in withdrawn behavior, difficulty interacting socially, and the inability to express one's potential optimally. The research used a true-experimental design with a pretest-posttest control group design. From a population of 103 students, a sample of 14 students was selected through purposive sampling and divided into experimental and control groups. The experimental group received group counseling intervention for 6 meetings. The research instrument is a questionnaire with 19 items that have been tested for validity (rcount 0.499-0.612 > rtable 0.497) and reliability (Cronbach's Alpha X=0.850; Y=0.735). Data analysis used the Shapiro-Wilk normality test, Levene's Test of homogeneity, and paired sample t-test. Cognitive defusion techniques are focused on helping students not become over-identified with negative thoughts, allowing them to take a more objective perspective on internal experiences. The results showed a significant difference in the experimental group (t=16.644; p=0.000<0.05) with an increase in scores from 52.29 to 86.71, while the control group did not show a significant change (t=0.669; p=0.528>0.05). In conclusion, CBT group counseling with cognitive defusion techniques effectively increases junior high school students' self-confidence through mechanisms for separating themselves from negative thoughts, developing adaptive thinking patterns, and strengthening personal competence.
Digital-Based Academic Supervision Model in Improving Teacher Performance at Madrasah SMP Negeri 1 Seputih Banyak Lilis Haryati; Rina Mida Hayati; Agus Setiawan
Assyfa Journal of Islamic Studies Vol. 3 No. 1 (2025): Assyfa Journal of Islamic Studies (June)
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v3i1.1186

Abstract

The rapid development of digital technology has fundamentally transformed various sectors, including education, yet many madrasahs in Indonesia still face challenges in implementing effective academic supervision due to limited digital infrastructure, low technological literacy among supervisors, and the absence of structured digital supervision models. This study aims to analyze the implementation of a digital-based academic supervision model and its impact on improving teacher performance at Madrasah SMP Negeri 1 Seputih Banyak, Central Lampung Regency. Using a qualitative case study approach, data were collected through in-depth interviews with the madrasah head, supervisors, and teachers, participatory observation of supervision practices, and documentation of supervision activities and teacher performance records. The findings reveal that the digital-based academic supervision model is implemented through four strategic stages: digital planning and scheduling, technology-assisted classroom observation, data-based feedback and reflection, and sustainable professional development follow-up. The integration of digital tools such as the Madrasah Digital Report (RDM), Google Classroom, and video-based observation has significantly improved efficiency, transparency, and teacher engagement in supervision. This model contributes to measurable improvements in teacher performance, including enhanced lesson planning, more effective classroom management, increased use of technology in teaching, and improved student learning outcomes. However, challenges such as limited internet access, varying levels of teacher digital competence, and time constraints remain significant obstacles. This study concludes that the digital-based academic supervision model offers a transformative approach to improving teacher performance in madrasahs, provided that adequate infrastructure, continuous training, and strong leadership commitment are in place. These findings provide a practical framework for other madrasahs seeking to leverage digital technology for academic supervision and teacher professional development.
Character Building of Students Through Islamic Boarding School Education at Darul Hidayah Al Anshori Islamic Boarding School, West Tulang Bawang, Lampung Nafi Satu Syarifah; Ehwanudin; Rina Mida Hayati
Journal of Research in Islamic Education Vol. 8 No. 1 (2026): in press issue
Publisher : Institut Agama Islam Ma`arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jrie.v8i1.7682

Abstract

This study aims to analyze the character development patterns of female students at the Darul Hidayah Al-Anshori Islamic Boarding School in West Tulang Bawang, Lampung, and to identify the supporting and inhibiting factors. Using Thomas Lickona's theory, which encompasses three dimensions of character (moral knowing, moral feeling, and moral action), this qualitative study employed a case study approach. Data were collected through participant observation, in-depth interviews, and documentation of the female students and their female mentors. The results indicate that character development has succeeded in developing the moral knowing aspect through the study of Islamic scriptures and the moral action aspect through the habituation of worship and dormitory discipline. However, the moral feeling aspect still requires strengthening so that the female students perform good deeds based on conscience, not merely compliance with sanctions. The main supporting factors are the religious environment and the role models of educators, while obstacles arise from the heterogeneity of the students' backgrounds and the influence of the external environment.
Integration of Islamic Character Values in the Implementation of the Independent Curriculum in Fiqh Learning Firman; M Sayyidul Abrori; Rina Mida Hayati
Journal of Research in Islamic Education Vol. 8 No. 1 (2026): in press issue
Publisher : Institut Agama Islam Ma`arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jrie.v8i1.7688

Abstract

This study aims to describe and analyze the integration of Islamic character values ​​in the implementation of the Merdeka Curriculum in Islamic jurisprudence (Fiqh) learning at MA Bumi Sholawat Wates. This research is motivated by the importance of character education in developing students who are not only cognitively superior but also possess good morals, as well as the gap between curriculum objectives and field practice. The approach used was qualitative with a descriptive approach. The research subjects included Islamic jurisprudence teachers, madrasah principals, and students selected through purposive sampling. Data collection was conducted through observation, interviews, and documentation, while data analysis employed an interactive model encompassing data reduction, data presentation, and conclusion drawing.The results indicate that the integration of Islamic character values, namely discipline, responsibility, honesty, and social awareness, has been systematically implemented through the practice of worship, assignments, teacher role models, and collaborative learning activities. Teachers' strategies include linking Islamic jurisprudence (fiqh) material to real life, fostering positive behavior, and providing consistent role models, ensuring that character values ​​are not only cognitively understood but also internalized in students' behavior. Therefore, Islamic jurisprudence (fiqh) learning in the implementation of the Independent Curriculum plays a strategic role as a medium for internalizing Islamic character values, capable of developing students with noble character and supporting the realization of the Pancasila Student Profile.
Implementation of Islamic Literacy in Strengthening Reading Interest of Grade III Students at Nurul Qodiri Integrated Islamic Elementary School: The Perspective of Nurcholish Madjid's Thought Elfi Sa’adah; Rina Mida Hayati; M. Sayyidul Abrori
Journal of Research in Islamic Education Vol. 8 No. 1 (2026): in press issue
Publisher : Institut Agama Islam Ma`arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jrie.v8i1.7721

Abstract

Literacy is a crucial indicator in determining the quality of education, encompassing not only the ability to read and write but also the capacity to understand and critically analyze information. In the Islamic perspective, literacy has a spiritual dimension rooted in the command of iqra’; however, its implementation in primary education institutions still faces various challenges, particularly the low level of students’ reading interest. This phenomenon is also found at MIS Terpadu Nurul Qodiri, where literacy activities have not optimally fostered students’ reading interest. This study aims to analyze the implementation of Islamic literacy in strengthening the reading interest of third-grade students from the perspective of Nurcholish Madjid’s thought. This research employs a qualitative approach with a field research design. The research subjects include the principal, teachers, students, and parents, who were selected purposively. Data were collected through observation, interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing, with validity ensured through triangulation techniques. The findings reveal that the implementation of Islamic literacy has been carried out through habitual activities such as reading the Qur’an and Islamic texts before learning begins; however, it has not been optimal in improving students’ reading interest. This is due to the lack of systematic planning, limited availability of engaging literacy media, and monotonous teaching methods. In addition, program evaluation has not been conducted in a structured manner and does not yet reflect the humanistic approach proposed by Nurcholish Madjid, which emphasizes the development of critical awareness, active student participation, and contextual learning. Therefore, it is necessary to develop a more innovative, structured, and sustainable Islamic literacy program to enhance students’ reading interest and foster a critical and reflective literacy culture
Co-Authors Agus Setiawan Ehwanudin Elfi Sa’adah Firman Kus Hendar Lilis Haryati M Sayyidul Abrori M. Sayyidul Abrori Miratul Mukaromah Nafi Satu Syarifah