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All Journal JURNAL IQRA´ Ijaz Arabi Journal of Arabic Learning Daktilitas Journal of Educational Management Research
Muhammad Muhlis
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Humanities Civil Engineering, Building, Construction & Architecture Education Engineering Environmental Science Languange, Linguistic, Communication & Media Social Sciences Transportation

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Implementation Of The Andragogy Approach To Improve Students' Arabic Understanding Muhammad Muhlis; Umi Sumbulah; Agus Maimun; Ahmad Barizi
Ijaz Arabi Journal of Arabic Learning Vol 6, No 2 (2023): Ijaz Arabi Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v6i2.16509

Abstract

Andragogy learning is an art of learning approach with an adult-style practice. This approach is for students lacking attention to materials, learning orientation, self-concept, and learning motivation, especially in learning in Islamic boarding schools. This study aims to find the concept of andragogy learning in improving Arabic understanding. The subject is Ngalah Islamic boarding school Pasuruan School, Indonesia by using a qualitative approach with natural methods. The role of the researcher is to plan, collect, analyze and report research results. The data sources of this research were taken from interviews, observations, and documentation with orientation, exploration, and focused study with data analysis techniques: condensation, display, conclusion drawing, and data verification. The validity checking of the data is done with credibility, dependability, and confirmability. Research findings at Ngalah Islamic boarding school pasuruan include: a) orientation to the cultivation of tasawuf values (tariqat) with empirical, intuitive and tazkiyyah methods; b) respect is given in the form of muroqabah, riyadhoh, mujahadah and contemplation; c) learning motivation appears in the form of innovation and seeking wisdom. The learning orientation is relevant to the problem centered and contextual; learning readiness is relevant to autonomous, self-directing, resource, and mental models; and learning motivation is relevant to the value and personal payoff. The implications of andragogy learning at the Ngalah Islamic boarding school are increasing students' understanding of Arabic with an andragogy approach.
Implementation Of The Andragogy Approach To Improve Students' Arabic Understanding Muhammad Muhlis; Umi Sumbulah; Agus Maimun; Ahmad Barizi
Ijaz Arabi Journal of Arabic Learning Vol 6, No 2 (2023): Ijaz Arabi Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v6i2.16509

Abstract

Andragogy learning is an art of learning approach with an adult-style practice. This approach is for students lacking attention to materials, learning orientation, self-concept, and learning motivation, especially in learning in Islamic boarding schools. This study aims to find the concept of andragogy learning in improving Arabic understanding. The subject is Ngalah Islamic boarding school Pasuruan School, Indonesia by using a qualitative approach with natural methods. The role of the researcher is to plan, collect, analyze and report research results. The data sources of this research were taken from interviews, observations, and documentation with orientation, exploration, and focused study with data analysis techniques: condensation, display, conclusion drawing, and data verification. The validity checking of the data is done with credibility, dependability, and confirmability. Research findings at Ngalah Islamic boarding school pasuruan include: a) orientation to the cultivation of tasawuf values (tariqat) with empirical, intuitive and tazkiyyah methods; b) respect is given in the form of muroqabah, riyadhoh, mujahadah and contemplation; c) learning motivation appears in the form of innovation and seeking wisdom. The learning orientation is relevant to the problem centered and contextual; learning readiness is relevant to autonomous, self-directing, resource, and mental models; and learning motivation is relevant to the value and personal payoff. The implications of andragogy learning at the Ngalah Islamic boarding school are increasing students' understanding of Arabic with an andragogy approach.
ANALISIS INTERAKSI TANAH STRUKTUR PADA SISTEM PONDASI GRUP DENGAN VARIASI JARAK ANTAR TIANG Muhammad Wahyu Hakim; Regga Aldofa Reviandika; Muhammad Muhlis
JURNAL DAKTILITAS Vol. 5 No. 1 (2025): JUNI 2025
Publisher : PROGRAM STUDI TEKNIK SIPIL FAKULTAS TEKNIK UNIVERSITAS TULUNGAGUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36563/daktilitas.v5i1.1644

Abstract

Abstract This research investigates the soil-structure interaction behavior in pile group foundation systems with varying pile spacing configurations. The study employs both numerical modeling and field testing to analyze the load distribution mechanisms and settlement characteristics. Using finite element analysis and full-scale load tests, the research examines pile group efficiencies at spacings ranging from 2.5D to 4D, where D represents pile diameter. Results indicate that pile spacing significantly influences group behavior, with optimal efficiency achieved at 3.5D spacing. The study provides crucial insights for foundation design optimization in challenging soil conditions. The findings demonstrate that pile-soil-pile interaction effects diminish substantially at spacings beyond 4D, while spacings below 3D show marked reduction in individual pile capacity. Keywords: Pile group efficiency; soil-structure interaction; foundation engineering; pile spacing; settlement analysis. Abstrak Penelitian ini mengkaji perilaku interaksi tanah-struktur pada sistem pondasi grup tiang dengan variasi jarak antar tiang. Studi ini menggunakan pemodelan numerik dan pengujian lapangan untuk menganalisis mekanisme distribusi beban dan karakteristik penurunan. Melalui analisis elemen hingga dan uji pembebanan skala penuh, penelitian ini meneliti efisiensi grup tiang pada jarak 2,5D hingga 4D, dimana D adalah diameter tiang. Hasil menunjukkan bahwa jarak antar tiang secara signifikan mempengaruhi perilaku grup, dengan efisiensi optimal dicapai pada jarak 3,5D. Studi ini memberikan wawasan penting untuk optimasi desain pondasi dalam kondisi tanah yang menantang. Temuan menunjukkan bahwa efek interaksi tiang-tanah-tiang berkurang secara substansial pada jarak lebih dari 4D, sementara jarak di bawah 3D menunjukkan pengurangan yang nyata dalam kapasitas tiang individu. Kata kunci: Efisiensi grup tiang; interaksi tanah-struktur; teknik pondasi; jarak antar tiang; analisis penurunan.
Tauhid As Knowledge Base and Integration of Knowledge in The Reform of Islamic Education in Lombok: Study of The Thought and Role of Tuan Guru Haji Ibrahim Al-Khalidy Muhammad Muhlis; Masnun, Masnun; Lalu Zainal Arifin; Lalu Ahmad Zainuri
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 9 No. 2 (2024): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v9i2.5762

Abstract

This article explores the educational reform ideas of Tuan Guru Ibrahim Al-Khalidy, a key figure in the development of Islamic education in Lombok. As the founder of the Al-Ishlahuddiny Islamic Boarding School, TGH Ibrahim Al-Khalidy has successfully combined traditional pesantren education with modern educational systems. This reform was designed to preserve the pesantren as a center for the production of ulama while adapting to the challenges of modernization and contemporary Islamic education management. Using a qualitative research methodology with a field research approach, data was gathered through observation, documentation, and interviews. The findings reveal that TGH Ibrahim Al-Khalidy's educational reform is deeply rooted in the concept of tauhid and the integration of knowledge, which is prominently reflected in his work Tuhfatu al-Shibyan Fii Aqo`idil Iman. His approach advocates for a holistic Islamic education that encompasses both religious and general knowledge, fostering a balanced development of students. The research further demonstrates that his educational reform has made significant contributions to the social and cultural development of the community, bridging the gap between traditional Islamic teachings and contemporary educational needs.
Challenges of Economics Teachers in Implementing the Merdeka Curriculum Muhammad Muhlis; Ulfa, Noviana Mariatul; Cahyono, Arie Eko
Journal of Educational Management Research Vol. 4 No. 6 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i6.1556

Abstract

The Independent Curriculum aims to provide greater learning flexibility by accommodating students’ individual needs and potential. However, its implementation often poses challenges for teachers, particularly in adapting pedagogical practices to the demands of the curriculum. This study analyzes the difficulties economics teachers face in implementing the Independent Curriculum within the Jember Regency Economics MGMP forum. This research employed a descriptive qualitative approach. Four informants were selected, consisting of the MGMP Chair, the Deputy Chair of the Development Division, and two economics teachers. Data were collected through interviews, observations, and documentation, then analyzed through data collection, validation, presentation, and conclusion drawing. Triangulation was used to ensure data validity. Findings show that teachers experience several obstacles, including limited understanding of differentiated instruction, difficulties adapting learning materials, challenges developing appropriate assessment methods and curriculum-aligned learning tools, constraints on integrating the Pancasila Student Profile into project-based themes, and suboptimal use of the Merdeka Teaching Platform. These challenges reflect gaps in curriculum readiness, teacher competency development, and institutional support. Strengthening continuous professional development, intensive mentoring, and school-level facilitation is essential to improve curriculum implementation.
Co-Authors Agus Maimun Ahmad Barizi Cahyono, Arie Eko Lalu Ahmad Zainuri Lalu Zainal Arifin Masnun Masnun Melati Nur Khasanah Muhammad Wahyu Hakim Regga Aldofa Reviandika Ulfa, Noviana Mariatul Umi Sumbulah