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All Journal QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Khalifa: Journal of Islamic Education Palakka : Media and Islamic Coummunication El-Rusyd Al-Jadwa: Jurnal Studi Islam Ahlussunnah: Journal of Islamic Education Al-kayyis: Journal of Islamic Education
Ridha, Arif
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Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Teacher Strategies for Increasing Students' Interest in Religious Learning Efendi, Efendi; Ridha, Arif; Zahara, Afrila; Rudiamon, Septika
Al-kayyis: Journal of Islamic Education Vol. 1 No. 1 (2023): December
Publisher : Al-kayyis: Journal of Islamic Education

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Abstract

Teachers play a key role in developing students' interest in moral education. Precisely, This research aims to find out teachers' strategies for increasing students' interest in learning moral lessons. This research uses a qualitative method with a case study approach (case study design). The data source was taken from one informant through in-depth interviews. The informant is a high school Islamic Education Teacher. All interview results were then analyzed thematically using the qualitative analysis software Nvivo 12. Overall the results of the analysis show that there are two teacher strategies for increasing students' interest in learning moral lessons, namely: i) Carrying out direct moral development, ii) Providing motivation to students. The results of this research can be used as initial data for future researchers in studying this problem in different contexts and issues.
The Challenges of Microteaching and Teaching Readiness of Students at Islamic Higher Education Abishev, Assylkhan R.; Ridha, Arif; Khalid, Essalihy
Khalifa Journal of Islamic Education Vol 7 No 2 (2023): September
Publisher : Islamic Studies and Development Center (ISDC) Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/kjie.v7i2.428

Abstract

Microteaching is an essential component in preparing prospective teachers, yet its implementation in several Islamic Higher Education still faces various structural and pedagogical challenges. This study aims to analyze current microteaching practices and identify the factors that influence students’ readiness in carrying out teaching practices. The research employed a qualitative method with a multi–case study approach. Data were collected through observations, interviews with lecturers and program chairs, and student questionnaires. The results show that microteaching classes were conducted without the support of a properly functioning laboratory, limiting students’ opportunities for systematic practice. The learning process remained dominated by lectures, with minimal pre-class assignments and reflection activities. Students exhibited low levels of engagement and weak self-directed learning skills, particularly in the areas of initiative, self-management, and self-evaluation. Interview data further revealed that students were still highly dependent on lecturer guidance, while partner schools reported a lack of student readiness during teaching practice. These findings indicate a discrepancy between curriculum requirements and students’ actual competencies. The study concludes that it is necessary to develop a microteaching model that integrates the principles of self-directed learning, expands opportunities for structured practice, and provides adequate learning facilities to enhance students’ teaching readiness in accordance with global professional standards.
Co-Authors Abishev, Assylkhan R. Afrinaldi Aryanti, Yosi Asry, Nahdatunnisa Bahtiar Bahtiar Efendi Efendi Eka Nurul Amalia fatimah Fatimah Fitrah, Mustannir Hasnan, Hasnan Hendrisab, Hendrisab Jurna Petri Roszi, Jurna Petri Khalid, Essalihy Muhammad Hafizh Musliamin, Musliamin Rahman, Yulia Rasyiddin, Achmad Rivaldo, Rivaldo Rosniar Rosniar, Rosniar Septika Rudiamon Syahrianti Syam, Syahrianti Wandi Wandi Wandi, Wandi Yusrial Yusrial Zahara, Afrila Zainal Zainal Zainul Arifin