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DATA EXPLORATION OF STUDENT PERFORMANCE UNDER THE MERDEKA CURRICULUM: A CASE STUDY AT MAN 1 PANDEGLANG Eti Fatiroh; Ujon Sujono; Aat Royhatudin; Ahmad Hidayat; Saepudin Bahri
Ta'dibiya Vol 6 No 1 (2026): Ta'dibiya: Jurnal Agama dan Pendidikan Islam
Publisher : Staisman Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61624/japi.v6i1.248

The implementation of the Merdeka Curriculum (Kurikulum Merdeka) in Indonesian madrasahs represents a significant pedagogical shift, yet empirical evidence on its relationship with student performance remains limited. This study conducts a data exploration of student performance under the Merdeka Curriculum at MAN 1 Pandeglang, aiming to identify patterns, trends, and key determinants of academic outcomes. Using a quantitative exploratory design, we analyzed secondary data from 180 tenth-grade students across three semesters, including report card grades, formative assessment scores, attendance records, and participation in project-based learning (PjBL) activities. Descriptive statistics, trend analysis, and correlation tests were employed to explore the data. The findings reveal three main patterns: first, project-based learning participation shows a moderate positive correlation with final semester grades (r = 0.52); second, consistent attendance above 90% is associated with higher performance stability across all subjects; and third, students demonstrate improved outcomes in literacy and numeracy assessments compared to pre-curriculum baseline data. However, wide variability in performance across different project themes suggests uneven implementation fidelity. Compared to previous studies on competency-based curricula, these results highlight the unique role of madrasah cultural contexts in moderating curriculum effectiveness. This study contributes baseline empirical data from an understudied population and offers practical insights for curriculum adaptation at MAN 1 Pandeglang, with broader implications for madrasahs nationwide adopting the Merdeka Curriculum.

PERAN PONDOK PESANTREN DALAM MENGHADAPI ERA REVOLUSI INDUSTRI 4.0 DI PONDOK PESANTREN AL-HIDAYAH CIOMAS SERANG Aat Royhatudin; Windi Maesari; Kosasih Kosasih; Ahmad Hidayat
Ta'dibiya Vol 4 No 1 (2024): Ta'dibiya: Jurnal Agama dan Pendidikan Islam
Publisher : Staisman Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61624/japi.v4i1.131

Penelitian ini bertujuan untuk mengetahui bagaimana Strategi Pendidikan di Pondok Pesantren Al-Hidayah Ciomas Serang di Era Revolusi Industri 4.0, apa saja pendukung dan penghambat pelaksanaan teknologi di Pondok Pesantren Al- Hidayah Ciomas Serang di Era Revolusi Industri 4.0. Metode penelitian yang digunakan dalam penelitian ini adalah metode kualitatif dengan teknik pengumpulan data yang digunakan meliputi observasi, wawancara dan dokumentasi. Penelitian ini dilaksanakan di Pondok Pesantren Al-Hidayah Ciomas Serang. Hasil penelitian ini adalah strategi pendidikan pondok pesantren al-hidayah pada era revolusi industri 4.0, yaitu: pertama, penguatan basis nilai, peningkatan sumber daya manusia, pemenuhan sarana dan mengembangkan kurikulum. Pertama, penguatan basis nilai dalam arti bahwa pondok pesantren al- hidayah harus tetap berpijak pada dasar dan tujuan asal pendidikan Islam. Kedua, mempersiapkan sumber daya yang mumpuni wajib dilakukan oleh pesantren. Kompetensi tersebut adalah kemampuan berpikir kritis, inovatif, kreatif serta memiliki kemampuan komunikasi yang baik mampu berkolaborasi dan memiliki kepercayaan diri. Ketiga, peningkatan sarana yang sesuai dengan perkembangan tenologi. Hal ini bisa dilakukan dengan membangun basis internet yang kuat yang mampu menjadi big data. Keempat, pengembangan kurikulum pesantren yang tepat guna, berkesesuaian dengan perkembangan zaman. Faktor pendukung dan penghambat penerapan teknologi di Pondok Pesantren Al-Hidayah Ciomas Serang di Era Revolusi Industri 4.0. Faktor internal, merupakan faktor pendukung dan kemajuan pondok pesantren Al-Hidayah anata lain: Kinerja pengurus dan tenaga pendidik yang baik, keunggulan kurikulum, biaya pendidikan terjangkau, sedangkan eksternalnya anata lain: Adanya dukungan dari para wali santri dan sebagian masyarakat, letak geografis yang strategis, sedangkan faktor penghambat pondok pesantren Al-Hidayah ada dua yaitu faktor internal kurangnya lahan untuk perluasaan pondok pesantren Al-Hidayah Ciomas Serang sedangkan eksternalnya kompetensi antar lembaga pendidikan

PERAN PENDIDIKAN AKHLAK DALAM MEMBENTUK KARAKTER SISWA MTs ANNIZHOMIYYAH JAHA LABUAN PANDEGLANG Aat Royhatudin; Hasanudin Hasanudin
Ta'dibiya Vol 3 No 1 (2023): Ta'dibiya: Jurnal Agama dan Pendidikan Islam
Publisher : Staisman Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61624/japi.v3i1.137

Penelitian ini bertujuan untuk mengetahui bagaimana pendidikan akhlak di MTs Annizhomiyyah Jaha Labuan Pandeglang, apa peran guru dalam membentuk karakter siswa di MTs Annizhomiyyah Jaha Labuan Pandeglang, dan bagaimana langkah dan strategi pembentukan karakter siswa di MTs Annizhomiyyah Jaha Labuan. Pandeglang. Penelitian ini merupakan penelitian kualitatif dengan pengumpulan data melalui wawancara, observasi dan dokumentasi. Penelitian ini dilaksanakan di MTs Annizhomiyyah Jaha Labuan Pandeglang. Penelitian ini dilakukan pada bulan Juli 2020. Hasil penelitian ini membuktikan bahwa pendidikan akhlak mempunyai peranan yang sangat penting dalam membentuk karakter siswa di MTs Annizhomiyyah Jaha Labuan Pandeglang. Dan dalam upaya membentuk karakter siswa, guru mempunyai peranan yang sangat penting. karena guru tidak sekedar memberikan ilmu kepada siswanya, namun guru adalah sumber ilmu yang setiap sikap dan perilakunya akan menjadi teladan bagi siswanya. Langkah-langkah yang dilakukan MTs Annizhomiyyah Jaha Labuan Pandeglang dalam pembentukan karakter adalah: Menentukan visi, membiasakan siswa berinteraksi dengan Al-Qur'an, dan mewajibkan siswa berpartisipasi dalam organisasi pembentukan karakter. Pendidikan akhlak dilaksanakan dengan prinsip-prinsip tertentu, komitmen yang kuat dari guru, dan lingkungan masyarakat yang mendukung terciptanya lingkungan yang baik akan mampu mempengaruhinya.

REKONSTRUKSI PEMIKIRAN FILSAFAT PENDIDIKAN ISLAM Ina Herlinawati; Ahmad Hidayat; Aat Royhatudin
Ta'dibiya Vol 5 No 2 (2025): Ta'dibiya: Jurnal Agama dan Pendidikan Islam
Publisher : Staisman Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61624/japi.v5i2.220

This study aims to reconstruct Islamic educational philosophy in order to produce a philosophical framework that is more relevant and adaptive to the challenges of modernity. The research design uses a Qualitative-Philosophical approach and Library Research, critically analyzing primary and secondary sources related to Islamic educational philosophy and reconstructionism theory. The results of the analysis show that there is a fundamental philosophical gap in contemporary Islamic education, especially in the aspects of epistemology (the dichotomy of religious and general knowledge) and axiology (the imbalance of purpose orientation between the world and the hereafter). This gap hinders the formation of perfect human beings who are able to optimally carry out the function of khilafah in the global era. In response, this study proposes a New Philosophical Model: Transformational Tawhid Epistemology. This reconstruction model is based on three pillars: (1) Ontological Reconstruction, affirming humans as Integral Tawhid Beings who are balanced in their functions as 'abd and khalifah; (2) Epistemological Reconstruction, eliminating dichotomy by making Tawhid the vertical axis of integration of all sciences; and (3) Axiological Reconstruction, establishing the goal of education as the Formation of Prophetic Humans oriented towards Social Transformation and public problem solving (muslih). The conclusion of this study emphasizes the urgency of shifting the paradigm from education that merely passes on traditions to education that is proactive, critical, and oriented towards social change (prophetic). This reconstruction model is expected to become the theoretical basis for the development of a more comprehensive, integrative, and futuristic Islamic education curriculum and policy.

PERAN PONDOK PESANTREN DALAM MENGHADAPI ERA REVOLUSI INDUSTRI 4.0 DI PONDOK PESANTREN AL-HIDAYAH CIOMAS SERANG Aat Royhatudin; Windi Maesari; Kosasih Kosasih; Ahmad Hidayat
Ta'dibiya Vol 4 No 1 (2024): Ta'dibiya: Jurnal Agama dan Pendidikan Islam
Publisher : Staisman Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61624/japi.v4i1.131

Penelitian ini bertujuan untuk mengetahui bagaimana Strategi Pendidikan di Pondok Pesantren Al-Hidayah Ciomas Serang di Era Revolusi Industri 4.0, apa saja pendukung dan penghambat pelaksanaan teknologi di Pondok Pesantren Al- Hidayah Ciomas Serang di Era Revolusi Industri 4.0. Metode penelitian yang digunakan dalam penelitian ini adalah metode kualitatif dengan teknik pengumpulan data yang digunakan meliputi observasi, wawancara dan dokumentasi. Penelitian ini dilaksanakan di Pondok Pesantren Al-Hidayah Ciomas Serang. Hasil penelitian ini adalah strategi pendidikan pondok pesantren al-hidayah pada era revolusi industri 4.0, yaitu: pertama, penguatan basis nilai, peningkatan sumber daya manusia, pemenuhan sarana dan mengembangkan kurikulum. Pertama, penguatan basis nilai dalam arti bahwa pondok pesantren al- hidayah harus tetap berpijak pada dasar dan tujuan asal pendidikan Islam. Kedua, mempersiapkan sumber daya yang mumpuni wajib dilakukan oleh pesantren. Kompetensi tersebut adalah kemampuan berpikir kritis, inovatif, kreatif serta memiliki kemampuan komunikasi yang baik mampu berkolaborasi dan memiliki kepercayaan diri. Ketiga, peningkatan sarana yang sesuai dengan perkembangan tenologi. Hal ini bisa dilakukan dengan membangun basis internet yang kuat yang mampu menjadi big data. Keempat, pengembangan kurikulum pesantren yang tepat guna, berkesesuaian dengan perkembangan zaman. Faktor pendukung dan penghambat penerapan teknologi di Pondok Pesantren Al-Hidayah Ciomas Serang di Era Revolusi Industri 4.0. Faktor internal, merupakan faktor pendukung dan kemajuan pondok pesantren Al-Hidayah anata lain: Kinerja pengurus dan tenaga pendidik yang baik, keunggulan kurikulum, biaya pendidikan terjangkau, sedangkan eksternalnya anata lain: Adanya dukungan dari para wali santri dan sebagian masyarakat, letak geografis yang strategis, sedangkan faktor penghambat pondok pesantren Al-Hidayah ada dua yaitu faktor internal kurangnya lahan untuk perluasaan pondok pesantren Al-Hidayah Ciomas Serang sedangkan eksternalnya kompetensi antar lembaga pendidikan

PERAN PENDIDIKAN AKHLAK DALAM MEMBENTUK KARAKTER SISWA MTs ANNIZHOMIYYAH JAHA LABUAN PANDEGLANG Aat Royhatudin; Hasanudin Hasanudin
Ta'dibiya Vol 3 No 1 (2023): Ta'dibiya: Jurnal Agama dan Pendidikan Islam
Publisher : Staisman Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61624/japi.v3i1.137

Penelitian ini bertujuan untuk mengetahui bagaimana pendidikan akhlak di MTs Annizhomiyyah Jaha Labuan Pandeglang, apa peran guru dalam membentuk karakter siswa di MTs Annizhomiyyah Jaha Labuan Pandeglang, dan bagaimana langkah dan strategi pembentukan karakter siswa di MTs Annizhomiyyah Jaha Labuan. Pandeglang. Penelitian ini merupakan penelitian kualitatif dengan pengumpulan data melalui wawancara, observasi dan dokumentasi. Penelitian ini dilaksanakan di MTs Annizhomiyyah Jaha Labuan Pandeglang. Penelitian ini dilakukan pada bulan Juli 2020. Hasil penelitian ini membuktikan bahwa pendidikan akhlak mempunyai peranan yang sangat penting dalam membentuk karakter siswa di MTs Annizhomiyyah Jaha Labuan Pandeglang. Dan dalam upaya membentuk karakter siswa, guru mempunyai peranan yang sangat penting. karena guru tidak sekedar memberikan ilmu kepada siswanya, namun guru adalah sumber ilmu yang setiap sikap dan perilakunya akan menjadi teladan bagi siswanya. Langkah-langkah yang dilakukan MTs Annizhomiyyah Jaha Labuan Pandeglang dalam pembentukan karakter adalah: Menentukan visi, membiasakan siswa berinteraksi dengan Al-Qur'an, dan mewajibkan siswa berpartisipasi dalam organisasi pembentukan karakter. Pendidikan akhlak dilaksanakan dengan prinsip-prinsip tertentu, komitmen yang kuat dari guru, dan lingkungan masyarakat yang mendukung terciptanya lingkungan yang baik akan mampu mempengaruhinya.

REKONSTRUKSI PEMIKIRAN FILSAFAT PENDIDIKAN ISLAM Ina Herlinawati; Ahmad Hidayat; Aat Royhatudin
Ta'dibiya Vol 5 No 2 (2025): Ta'dibiya: Jurnal Agama dan Pendidikan Islam
Publisher : Staisman Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61624/japi.v5i2.220

This study aims to reconstruct Islamic educational philosophy in order to produce a philosophical framework that is more relevant and adaptive to the challenges of modernity. The research design uses a Qualitative-Philosophical approach and Library Research, critically analyzing primary and secondary sources related to Islamic educational philosophy and reconstructionism theory. The results of the analysis show that there is a fundamental philosophical gap in contemporary Islamic education, especially in the aspects of epistemology (the dichotomy of religious and general knowledge) and axiology (the imbalance of purpose orientation between the world and the hereafter). This gap hinders the formation of perfect human beings who are able to optimally carry out the function of khilafah in the global era. In response, this study proposes a New Philosophical Model: Transformational Tawhid Epistemology. This reconstruction model is based on three pillars: (1) Ontological Reconstruction, affirming humans as Integral Tawhid Beings who are balanced in their functions as 'abd and khalifah; (2) Epistemological Reconstruction, eliminating dichotomy by making Tawhid the vertical axis of integration of all sciences; and (3) Axiological Reconstruction, establishing the goal of education as the Formation of Prophetic Humans oriented towards Social Transformation and public problem solving (muslih). The conclusion of this study emphasizes the urgency of shifting the paradigm from education that merely passes on traditions to education that is proactive, critical, and oriented towards social change (prophetic). This reconstruction model is expected to become the theoretical basis for the development of a more comprehensive, integrative, and futuristic Islamic education curriculum and policy.

The Digital Divide in Professional Learning Communities: Access to Technology and Collaborative Reflective Practices. Ahmad Fahmi Fahruddin; Aat Royhatudin; Arsyad Abi Yoga; Agus Hidayatullah; Elan Zaelani Rahman; Asep Budi; Fia Nuraeni
Journal of Teacher Training and Educational Research Vol. 4 No. 1 (2026): August 2026
Publisher : Yayasan Sahabat Literasi Edukasi dan Publikasi Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71280/jotter.v4i1.628

The clarity of instructional language in non-academic texts is critical for effective communication, yet the grammatical structures of board game rule books remain underexplored as pedagogical resources for English language learning. This study aims to identify and classify the sentence patterns and sentence types employed in board game rule books to convey rules and instructions effectively. A qualitative descriptive research design was adopted, utilizing purposive sampling to select English-written rule books from commercially available educational board games. Data were collected through documentation, extracting sentences from key instructional sections of each rule book, with grammatical structures analyzed using Quirk et al.’s seven-pattern framework for sentence patterns and a four-category typology for sentence types (simple, compound, complex, and compound-complex). To ensure trustworthiness, data validation was conducted through triangulation of sources and peer debriefing among researchers to confirm coding consistency. The findings reveal that all seven Quirkian sentence patterns are present including Subject-Verb, Subject-Verb-Object, Subject-Verb-Complement, Subject-Verb-Object-Adverbial, Subject-Verb-Object-Object, Subject-Verb-Object-Complement, and Subject-Verb-Object-Adverb alongside the full range of sentence types. These results imply that board game rule books serve as rich, authentic linguistic materials that expose learners to diverse and complex syntactic structures, thereby offering valuable potential for integration into English language teaching curricula, particularly for enhancing grammatical competence through contextualized, task-based reading activities.

KH. Hasyim As'ari's Concept of Adab Education As Foundation For Students' Learning Ethics Nuryadi Yadi; Aat Royhatudin; Muhamad Syara Nurhakim
Journal of Teacher Training and Educational Research Vol. 4 No. 1 (2026): August 2026
Publisher : Yayasan Sahabat Literasi Edukasi dan Publikasi Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71280/jotter.v4i1.629

This study examines the concept of adab education proposed by KH. Hasyim Asy'ari in Adab al-’Alim wa al-Muta’allim and its relevance as a foundation for students' learning ethics. The study aims to describe the concept of adab education, identify the values of students' adab contained in the book, and analyze their relevance to learning ethics in contemporary education. This research employed a qualitative approach using a library research method. The primary data source was Adab al-’Alim wa al-Muta’allim by KH. Hasyim Asy'ari, while secondary data were obtained from books, scholarly journals, and other relevant literature. The data were analyzed using content analysis. The findings reveal that the concept of adab education consists of five main characteristics: orientation toward seeking Allah's pleasure, moral formation, respect for knowledge, ethical relationships between teachers and students, and the implementation of knowledge in daily life. The study also identifies three core values of students' adab that serve as the foundation of learning ethics: sincerity in seeking knowledge, respect for teachers, and respect for learning resources. These values remain highly relevant for developing responsible, ethical, and morally grounded students in contemporary education. Therefore, KH. Hasyim Asy'ari's concept of adab education continues to provide a significant foundation for strengthening students' learning ethics across various educational settings.

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