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S Sukari
Institut Islam Mamba'ul 'Ulum Surakarta
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Peran Guru sebagai Motivator dalam Meningkatkan Pemahaman Siswa pada Pembelajaran Fiqih Ibadah di Kelas X SMA Muhammadiyah Darul Arqom Karanganyar Tahun Ajaran 2025/2026 Gifta Fradika Ardana; S Sukari
MAMBA'UL 'ULUM Vol 22 No 2 (2026): Oktober
Publisher : Institut Islam Mamba'ul 'Ulum Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54090/mu.1149

Abstract

This study aims to describe the role of teachers as motivators in improving students’ understanding of Fiqh Worship learning in class X SMA Muhammadiyah Darul Arqom Karanganyar for the academic year 2025/2026 and to identify the obstacles faced by teachers in carrying out this role. This study used a descriptive qualitative approach. Data collection techniques were conducted through observation, interviews, and documentation. The research subjects were Fiqh teachers and class X students at SMA Muhammadiyah Darul Arqom Karanganyar. The results showed that teachers played an active role as motivators through verbal motivation, spiritual motivation, exemplary behavior, educational rewards and punishments, and interactive learning methods such as discussions, direct practice, and audio-visual media. This role was able to increase students’ enthusiasm, participation, and understanding of Fiqh Worship materials. The obstacles faced by teachers included differences in students’ backgrounds, low learning motivation among some students, and the characteristics of modern students who are easily distracted. To overcome these obstacles, teachers implemented personal approaches, communication with parents, and humanistic approaches in learning. Therefore, teachers as motivators have an important role in improving students’ understanding and religious awareness in Fiqh Worship learning.
Evaluation of the Equivalence of Religious Subject Test Packages between the Special Program and the Regular Program in Madrasah Aliyah Using a Classical Test Theory Approach Joko Subando; S Sukari; Meti Fatimah; Mulyanto Abdullah Khoir; Muhammad Isa Anshori
Proceeding of International Conference of Islamic Education Vol. 4 (2026): Proceeding of International Conference of Islamic Education
Publisher : Institut Islam Mamba'ul 'Ulum Surakarta

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Abstract

This study aims to analyze the item difficulty levels of test questions in three Islamic education subjects—Aqidah (Islamic Creed), Arabic Language, and Fiqh (Islamic Jurisprudence)—across two educational program types, namely the Special Program and the General Program at MAN 1 Surakarta. The study focuses on identifying the equivalence of assessment instruments based on the item difficulty parameter and examining the significance of differences between the two programs. The research is grounded in concerns regarding disparities in students' religious competencies between the programs, which may affect the fairness of madrasah assessment instruments. A quantitative comparative research design was employed. The data consisted of Grade XII students’ responses to multiple-choice questions administered in the current academic year's madrasah assessment. The sample included 57 students from the Special Program and 330 students from the General Program. Data analysis was conducted by calculating item difficulty indices using the Classical Test Theory (CTT) approach. Subsequently, normality tests, homogeneity tests, and independent-samples t-tests were performed using SPSS software. The findings indicate that the item difficulty levels of the Aqidah test were relatively balanced between the two programs, both in terms of mean scores and category distributions. In contrast, significant differences were found in the difficulty levels of the Arabic Language and Fiqh tests, with the items administered to the Special Program students tending to be easier than those given to the General Program students. These findings suggest that the assessment instruments have not yet achieved full equivalence across programs. Therefore, further evaluation and revision of test construction procedures are necessary to ensure the fairness and validity of assessments within the madrasah educational context.
Co-Authors Gifta Fradika Ardana Meti Fatimah Muhammad Isa Anshori Mulyanto Abdullah Khoir Subando, Joko -