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All Journal Jurnal INSANIA Journal International Inspire Education Technology (JIIET) Jurnal Pendidik Indonesia
Mubarok, Muhammad Shofi
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Chemistry Computer Science & IT Education Mathematics Physics Social Sciences

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Pendidikan dalam Keluarga Berbasis Fiqh Prioritas Mubarok, Muhammad Shofi
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 21 No 1 (2016)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1694.223 KB) | DOI: 10.24090/insania.v21i1.1403

Abstract

Abstract: The problems facing mankind in the era of globalzation is very complex Therefore, people must have the right mindset. The wrong mindset wil not be able to solve the problem, but wil further add to the problem. Chidren from an early age to be prepared to have the right mindset to solve the problem. The considerations which will greatly help the children to be able to take quality decisions. As Muslims consideration based on the Qur’an and Sunnah, is a necessity in life. This way of thinking is based on the Qur’an and Sunnah then break dowm by the scholars of fiqh into usul fiqh rules, including the rules of fiqh of priorities Dedsion making is based on the rules of fiqh priority is divided into 3 groups of consideration (fiqh rules of priority), where in deciding child should be able to put the problem into proper group before deciding. First, consideration of the kindness parents should be able to teach, to give an example, convert the way of thinking and to assist children in applying the right mindset in preparation to face the problem. Keywords: Education at Home, Fiqh Priority.
Innovations in Learning Models for Diverse Educational Needs Mubarok, Muhammad Shofi; Giovanni, Netaniel; Khan, Jamil; Mukaromah, Muhimmatul; Muhammad, Muhammad
Journal International Inspire Education Technology Vol. 4 No. 1 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v4i1.783

Abstract

The rapid development of education in the 21st century demands innovative learning models that accommodate diverse educational needs. Traditional learning models often fail to address the varied learning styles, abilities, and backgrounds of students. This research aims to explore and develop innovative learning models that enhance inclusivity and effectiveness in diverse educational settings. A qualitative research method with a case study approach was employed, involving observations, interviews, and document analysis in several educational institutions. The findings indicate that the integration of technology-based learning, differentiated instruction, and student-centered approaches significantly improves learning outcomes and engagement. Furthermore, adaptive and flexible models cater to students with different cognitive and socio-cultural backgrounds, fostering a more inclusive learning environment. The study concludes that continuous innovation in learning models is essential for addressing the dynamic challenges of modern education. Implementing personalized and technology-integrated approaches enhances learning effectiveness, equity, and accessibility. Future research should focus on refining these models and evaluating their long-term impact on student achievement.
Pemaksimalan pembelajaran berdiferensiasi berbasis kelompok gaya belajar siswa dalam mata pelajaran matematika Putri, Destalia; Mubarok, Muhammad Shofi
Jurnal Pendidik Indonesia Vol. 6 No. 3 (2025): Jurnal Pendidik Indonesia
Publisher : Karoteh Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61291/jpi.v6i3.226

Abstract

This study aims to describe the implementation of differentiated learning based on students’ learning styles (visual, auditory, and kinesthetic) in improving engagement and mathematics learning outcomes among fifth-grade students at SD Negeri Paguyangan 02. A descriptive qualitative approach was employed, using observation, interviews, and documentation for data collection. The results reveal that systematic implementation of differentiated learning significantly enhanced student engagement. The activity indicator achievement increased from 37.5% to over 80% after instruction was adjusted to match students’ learning styles. Furthermore, the average mathematics score rose from 50.71 to 85.64, with 89.7% of students achieving scores ≥80. The kinesthetic group demonstrated the highest improvement, followed by visual and auditory learners. These findings indicate that differentiated learning based on learning styles is effective in fostering active, adaptive, and student-centered instruction.
Co-Authors Giovanni, Netaniel Khan, Jamil Muhammad Muhammad Mukaromah, Muhimmatul Putri, Destalia