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All Journal Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Jurnal Ilmu Pendidikan Dasar Indonesia
Muhammad Rusmin B
Universitas Islam Negeri Alauddin Makassar
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Strengthening Quran Memorisation Through Active, Creative, Effective, and Enjoyable Learning Strategies at Quran Memorization Islamic Boarding School Marliati Marliati; Hamka Ilyas; Muhammad Rusmin B
Jurnal Ilmu Pendidikan Dasar Indonesia Vol 5 No 2 (2026): Jurnal Ilmu Pendidikan Dasar Indonesia
Publisher : Pusat Pengembangan Pendidikan dan Bakat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/judikdas.v5i2.5691

Abstract

This study examines the strengthening of Quran memorisation through Active, Creative, Effective, and Enjoyable Learning strategies at Pondok Pesantren Tahfizhul Quran Al-Imam Ashim Makassar. The study aims to analyse the implementation of the strategy, the role of tahfizh instructors, the supporting and inhibiting factors, and the solutions applied to overcome obstacles in maintaining students’ memorisation quality. This qualitative study employed pedagogical, psychological, and phenomenological approaches. Data were collected from pesantren leaders, tahfizh instructors, students, institutional documents, books, and scientific journals through observation, interviews, and documentation. Data were analysed through data reduction, data presentation, and conclusion drawing and verification, with credibility strengthened through source, technique, and time triangulation. The findings show that Quran memorisation strengthening is implemented through an integrated sequence of fasohah, talaqqi, ziyadah, murajaah, sima’an, and periodic evaluation. The Active, Creative, Effective, and Enjoyable Learning strategy is manifested through active student participation in repetition, peer tutoring, mutual correction, verse continuation, and tajwid discussions; creative activities such as memorisation maps, keyword-based verse searches, and prayer leader simulations; effective target setting and systematic evaluation; and an enjoyable learning atmosphere supported by appreciation and close instructor-student relationships. Instructors function as facilitators, guides, motivators, role models, innovators, and evaluators who adapt guidance to individual learning abilities. The structured tahfizh schedule, halaqah environment, instructor guidance, and peer interaction support implementation, while differences in memorisation abilities, instructor tardiness, and student illness create obstacles. Intensive guidance, increased murajaah, talaqqi, peer tutoring, flexible targets, and improved instructor discipline provide practical solutions. The study concludes that integrating Active, Creative, Effective, and Enjoyable Learning with established tahfizh methods can strengthen memorisation quality while fostering student engagement, discipline, independence, and motivation.
Application Of Storytelling Method in Islamic Religious Education and Ethics Subjects for Grade V Students at State Elementary School 42 Tana Cicca Pinrang Regency Ahmad Jamaluddin; Saprin Saprin; Muhammad Rusmin B
Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Vol. 10, No. 4, October - December 2026
Publisher : Sekolah Tinggi Ilmu Al-Qur'an (SIQ) Amuntai Kalimantan Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/am.v10i4.6722

Abstract

The importance of innovating learning methods is crucial in enhancing students’ moral understanding and spiritual values at the elementary education level. The storytelling method is considered an effective approach for delivering Islamic Religious Education (PAI) materials, which are often abstract in nature. This study aims to describe: (1) the planning of storytelling method implementation in Islamic Religious Education and Character Education subjects, (2) the implementation of the storytelling method in Islamic Religious Education and Character Education, and (3) the evaluation of the storytelling method implementation for fifth-grade students at SD 42 Tana Cicca, Pinrang Regency. This research employed a qualitative methodology with a descriptive approach. Data were collected through participatory observation, in-depth interviews with Islamic Religious Education teachers and students, and documentation of learning instruments. Data analysis was conducted through data reduction, data display, and conclusion drawing to ensure the credibility of the findings. The results indicate that: planning was carried out by preparing lesson plans that integrated narrative stories of exemplary Prophets or Islamic figures into the learning materials; the implementation of the storytelling method in fifth-grade classrooms was conducted through interactive storytelling techniques, in which teachers created an emotional learning atmosphere that supported the internalization of character values; evaluation was conducted not only through cognitive assessments but also through observations of changes in students’ attitudes and behaviors after the storytelling activities. Overall, the application of the storytelling method increased students’ enthusiasm and improved their understanding of religious values.
THE INFLUENCE OF ISLAMIC CULTURAL HISTORY TEACHERS' COMPETENCE ON STUDENTS' CHARACTER FORMATION AT MTS PERGURUAN ISLAM GANRA: Syarif; Syamsuddin; Muhammad Rusmin B
SOSIOEDUKASI Vol 15 No 3 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i3.9287

Abstract

This study aims to describe the competence of Islamic Cultural History teachers, describe the level of student character formation, and analyze the influence of teacher competence on student character formation at MTs Perguruan Islam Ganra Kecamatan Ganra Kabupaten Soppeng. A quantitative ex post facto approach was employed, involving 68 respondents selected through total sampling. Data were collected using teacher competence and student character formation questionnaires, then analyzed descriptively and through simple linear regression using SPSS version 25. The results show that teacher competence falls within the moderate category at 79.4 percent, while student character formation falls within the moderate category at 89.7 percent, indicating that both variables are present but have not yet reached an optimal level. Simple linear regression produced the equation Y = 6.941 + 0.584X, with a significance value of 0.000, confirming a positive and significant influence of teacher competence on student character formation within the context of this madrasah. The coefficient of determination (R Square) of 0.824 indicates that teacher competence contributes 82.4 percent to the variance in student character formation, while 17.6 percent is explained by other factors not examined in this study. These findings offer contextual insight into the role of teacher competence in character formation at the madrasah level and support the broader agenda of quality, character-based education.
THE INFLUENCE OF THE LEADERSHIP COMPETENCE OF AKIDAH AKHLAK TEACHERS ON THE DISCIPLINE OF EIGHTH-GRADE STUDENTS AT MTs NEGERI 1 SIDRAP Khaerunnisaa; Syamsuddin; Muhammad Rusmin B
SOSIOEDUKASI Vol 15 No 3 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i3.9689

Abstract

This study examined the leadership competence of Akidah Akhlak teachers, the discipline of Grade VIII learners, and the relationship between the two at MTs Negeri 1 Sidrap, Indonesia. Teachers are expected to cultivate religious practice in the school community, yet violations of school rules, particularly lateness, persist among learners. A quantitative ex post facto design with a psychological approach was used. The sample comprised 65 learners (two intact classes, VIII F and VIII G) from a population of 175. Data were collected with Likert-scale questionnaires (11 items for leadership competence, 17 for discipline; Cronbach's α ≈ .91 for each) and analyzed with descriptive statistics and simple linear regression in SPSS. Learners rated teachers' leadership competence (M = 32.03, SD = 7.26) and reported their own discipline (M = 49.71, SD = 10.97) at a moderate level, near its upper boundary. Discipline was weakest on timeliness-related behaviors. Leadership competence was positively and significantly associated with discipline (r = .693, p < .001) and was a significant predictor, accounting for 48.1% of its variance (Ŷ = 16.151 + 1.048X). These findings imply that strengthening teacher leadership, through role modeling, habituation, and school policy, may support learner discipline in madrasahs.
Co-Authors Ahmad Jamaluddin Hamka Khaerunnisaa Marliati Marliati Saprin Saprin Syamsuddin Syarif