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All Journal IJGIE (International Journal of Graduate of Islamic Education) Syi`ar : Jurnal Ilmu Komunikasi, Penyuluhan dan Bimbingan Masyarakat Islam ADIBA: Journal of Education PIJAR: Jurnal Pendidikan dan Pengajaran Tarbiya Islamica Lunggi Journal
Hifza
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Religion Humanities Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Peran Taman Pendidikan Al-Qur’an Dalam Meningkatkan Pembelajaran Pendidikan Agama Islam (Studi Pada Taman Pendidikan Al-Qur’an Nur Sabilal Muhtadin di Dusun Cahaya Desa Pelimpaan Kecamatan Jawai) Shopia; Hifza; Astaman
Tarbiya Islamica Vol. 11 No. 1 (2023): Januari-Juni 2023
Publisher : Fakutas Tarbiyah Institut Agama Islam Sultan Muhammaad Syafiuddin Sambas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/ti.v11i1.2355

Abstract

The aim of this research is to reveal the role of TPQ in improving Islamic religious education learning at TPQ Nur Sabilal Muhtadin in Cahaya Hamlet, Pelimpaan Village, Jawai District. The research has three objectives, namely: First, to find out the Islamic religious education material taught in TPQ Nur Sabilal Muhtadin. Second, find out about Islamic religious education learning activities in TPQ Nur Sabilal Muhtadin. Third, knowing the role of teachers in Islamic religious education learning activities. This research is a qualitative descriptive study which aims to find out how TPQ teachers improve PAI learning. The subjects of this research were TPQ teachers and students Nur Sabilal Muhtadin. Data collection tool techniques namely; observation, interview, documentation. Meanwhile, the data analysis techniques used are data reduction, data presentation, verification and drawing conclusions. Then the data validity techniques used are triangulation and member checks. The results of this study are; The Islamic religious education material taught is material about faith, morals, worship, fiqh, the Koran, and Islamic history. Islamic religious education learning activities consist of opening, core and closing activities. The role of the teacher in learning Islamic religious education is as an informator, organizer, motivator, director, initiator, facilitator, transmitter, mediator and evaluator.
Pendidikan Islam di Indonesia Pasca Kemerdekaan Sri Nilawati; Hifza; Andi Achruh
PIJAR: Jurnal Pendidikan dan Pengajaran Vol. 2 No. 1 (2023): Desember
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/pijar.v2i1.492

Abstract

After the proclamation of Indonesian independence in 1945, Islamic education played a significant role in the formation of national identity and the development of Indonesian society. This research aims to provide insight into the development of Islamic education in post-independence Indonesia and the relevance of policy in maintaining the existence of Islamic education within the national education framework. The research method used is qualitative with library research. Data analysis uses content analysis content. The main findings include the goals of Islamic education to shape religious and national character, improve the quality of Islamic education, encourage tolerance between religious communities, produce a generation that makes positive contributions, and develop research in the Islamic context. The policies implemented after independence recognized the importance of Islamic education in forming the character of citizens in accordance with the values of Pancasila. During the Old Order, the government focused on regulating nationalist values and the ideology of national and state life through education.
STRATEGI GURU DALAM MENINGKATKAN KEMAMPUAN MEMBACA SISWA KELAS II B SEKOLAH DASAR SWASTA ISLAM TERPADU AL FURQON TEBAS TAHUN PELAJARAN 2023-2024 Desi Sopiana; Hifza; Parni
ADIBA : JOURNAL OF EDUCATION Vol. 4 No. 4 (2024): OKTOBER
Publisher : CV. ADIBA AISHA AMIRA

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Abstract

This research is to reveal about: 1). Strategies Used by Teachers to Improve Students' Reading Ability in Class II B 2). Teacher Strategy Steps Used in Improving Students' Reading Ability in Class II B 3). Supporting and Inhibiting Factors for Teacher Strategies in Improving Students' Reading Ability in Class II B. This research uses a qualitative approach with a phenomenological type of research. Data collection techniques use interviews, observation and documentation. The data analysis techniques used are data reduction, data presentation, and drawing conclusions. The results of the research show that, 1) The strategies used by teachers to improve students' reading skills in class II B of the Al Furqon Tebas Integrated Islamic Private Elementary School for the 2023-2024 academic year are two main strategies that utilize learning media. First, the use of letter card media, Second, the use of picture card media involving pictures, animated videos, and educational applications to introduce the letters of the alphabet, 2) Teacher strategy steps used to improve students' reading skills in class II B elementary schools Al Furqon Tebas Integrated Islamic Private School for the 2023-2024 Academic Year, namely, interactive learning strategies and various media are used to increase students' understanding and interest. These methods, including dividing students into groups, using letter and picture cards, and teacher-led games, successfully create a dynamic and enjoyable learning environment. 3) Supporting and inhibiting factors for teacher strategies in improving students' reading skills in class II B of the Al Furqon Tebas Integrated Islamic Private Elementary School for the 2023-2024 academic year, namely, the existence of modern facilities, teacher enthusiasm and professionalism, as well as interactive learning approaches such as the use of picture cards, has shown positive results in increasing student interest and participation. Despite challenges such as diverse student backgrounds, inefficient learning time, and lack of motivation from families, collaborative efforts between teachers, students, and school management, as well as adjustments to learning strategies, play an important role in creating an effective and inclusive learning environment.
PROBLEMATIKA GURU DALAM PEMBELAJARAN TEMATIK KELAS IV A DI SEKOLAH DASAR NEGERI 1 MENTAWA TAHUN PELAJARAN 2021/2022 Yudi Hermawan; Hifza; Topik
Syi’ar: Jurnal Ilmu Komunikasi, Penyuluhan dan Bimbingan Masyarakat Islam Vol. 5 No. 2 (2022): Syi`ar : Jurnal Ilmu Komunikasi, Penyuluhan dan Bimbingan Masyarakat Islam
Publisher : Institut Agama Islam Sultan Muhammad Syafiuddin Sambas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/syiar.v5i2.2335

Abstract

The purpose of This research aims to reveal about: 1) Teacher problems in planning thematic learning for class IV A at SDN 1 Mentawa for the 2021/2022 academic year; 2) Teacher problems in implementing thematic learning for class IV A at SDN 1 Mentawa for the 2021/2022 academic year; and3) Teacher problems in assessing thematic learning for class IV A at SDN 1 Mentawa for the 2021/2022 academic year. his study uses a qualitative approach and a type of phenomenological research. Data collection techniques using interviews, observation and documentation. The data analysis techniques used are data collection, data reduction, data presentation, drawing conclusions and verification. The results showed that: Teacher problems in planning thematic learning for class IV A at SDN 1 Mentawa for the 2021/2022 academic year, namely: a) obstacles in preparing lesson plans, b) Problems in developing syllabus, c) Obstacles in determining creative learning media, d) Problems in determining learning methods, e) The lack of learning material. Problems with teachers in implementing thematic learning for class IV A at SDN 1 Mentawa for the 2021/2022 academic year, namely: a) difficulties in connecting learning activities with students' real lives, b) difficulties in managing classes, c) problems in applying learning methods. Teacher problems in assessing class IV A thematic learning at SDN 1 Mentawa for the 2021/2022 Academic Year, namely a) Difficulties in carrying out daily assessments, b) Difficulties in reporting final grades.
Teacher Strategies Applying Religious Modernation Values To The Islamic Religious Education Learning Process At SMPN 19 Singkawang City Masruraini; Syahruddin Usman; Abdul Rahman Sakka; Hifza
IJGIE (International Journal of Graduate of Islamic Education) Vol. 6 No. 1 (2025): March
Publisher : Master of Islamic Studies Masters Program in the Postgraduate Institute of Islamic Studies Sultan Muhammad Syafiuddin Sambas, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/ijgie.v6i1.3673

Abstract

The purpose of this study is to examine how teachers at SMPN 19 Singkawang City apply religious moderation principles in the Islamic Religious Education curriculum. A key component of fostering tolerance, appreciating diversity, and averting radicalism in the classroom is religious moderation. The socio-religious educational approach is the scientific technique used in this study, which takes a qualitative approach using the phenomenology method as its methodological approach. The study's findings show that teachers employ a scientific approach, group projects, discussions, and other techniques to promote religious moderation norm character development programs and role models. In addition, the role of teachers as role models is a key factor in building an understanding of religious moderation for students. The obstacles faced include limited student understanding of the concept of moderation and external influences that can affect their attitudes. Thus, effective strategies in implementing religious moderation values ​​can help create a harmonious and inclusive educational environment. This study is expected to contribute to curriculum development and improve teacher competence in instilling religious moderation values ​​in students.
Religious Education Learning Evaluation Planning SMP Negeri 1 Sungai Raya Kubu Raya District In 2024 Kasiono; Hasyim Hadadde; Baharuddin; Hifza
IJGIE (International Journal of Graduate of Islamic Education) Vol. 6 No. 1 (2025): March
Publisher : Master of Islamic Studies Masters Program in the Postgraduate Institute of Islamic Studies Sultan Muhammad Syafiuddin Sambas, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/ijgie.v6i1.3701

Abstract

The purpose of this study was to describe the planning of religious education learning evaluation at SMP Negeri 1 Sungai Raya Kubu Raya Regency in 2024. The research method used was qualitative research method. Data and data sources consist of primary and secondary data obtained from interviews, observations, field notes. The primary data sources are respondents who respond or answer researchers' questions, both in the form of oral and written questions given to teachers, principals, school supervisors and students of SMP Negeri 1 Sungai Raya Kabupaten Kubu Raya Year 2024. While secondary data sources in this study are in the form of documents or records related to the research that researchers are doing. The results showed that; First, the planning of religious education learning evaluation at SMP Negeri 1 Sungai Raya, Kubu Raya Regency using the CIPP Model (Context, Input, Process, Product) includes several systematic stages. At the Context stage, a situational analysis is conducted to understand the needs, objectives, and learning standards that must be achieved. The Input stage involves identifying available resources, such as teacher qualifications, facilities and learning materials, as well as gathering information about the curriculum and teaching methods. Evaluation begins with the identification of needs and standards of success to establish the learning context. The input stage involves reviewing existing resources, curriculum and lesson plans. Then, in the process stage, the implementation of teaching is observed and monitored to ensure conformity with the plan while measuring active student participation and the effectiveness of teaching methods. Finally, in the product stage, student learning outcomes are thoroughly evaluated using a variety of assessment methods, with analyzed results providing feedback for continuous improvement. The CIPP model ensures a comprehensive evaluation from process to educational outcomes for the improvement of learning quality.
MANAJEMEN GURU DALAM MENGELOLA KELAS DENGAN SISWA YANG MENEMPUH JARAK JAUH DI SEKOLAH DASAR NEGERI 04 TANJUNG PUTAT TAHUN AJARAN 2024-2025 Salsa; Hifza; Astaman
Lunggi Journal Vol. 3 No. 4 (2025): Lunggi Journal: Literasi Unggulan Ilmiah Multidisipliner
Publisher : Institut Agama Islam Sultan Muhammaad Syafiuddin Sambas

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Abstract

Penelitian ini bertujuan untuk mendeskripsikan pengalaman guru dalam mengelola kelas dengan siswa yang menempuh jarak jauh di Sekolah Dasar Negeri 04 Tanjung Putat Tahun Ajaran 2024–2025. Fokus penelitian ini meliputi: (1) kendala yang dihadapi guru dalam mengelola kelas, (2) metode yang digunakan guru dalam mengelola kelas, dan (3) evaluasi yang dilakukan guru terhadap proses pengelolaan kelas. Peneitian ini menggunakan pendekatan kualitatif dengan jenis penelitian fenomenologi. Teknik pengumpulan data menggunakan observasi, wawancara, dan dokumentasi. Subjek dalam penelitian ini adalah guru kelas VA dan lima siswa kelas VA, baik yang menempuh jarak jauh maupun yang tinggal di sekitar sekolah. Adapun teknik analisis data yang digunakan adalah pengumpulan data, reduksi data, Penyajian Data dan penarikan kesimpulan. Teknik pemeriksaan keabsahan data menggunakan: Triangulasi dan member check.Hasil penelitian menunjukkan bahwaKendala Guru dalam Mengelola Kelas: Guru menghadapi keterbatasan waktu akibat jarak tempuh siswa yang jauh, sehingga materi harus disampaikan secara padat dan efisien. Konsentrasi siswa sering menurun, terutama pada jam terakhir karena kelelahan dan gangguan eksternal. Selain itu, gangguan perilaku seperti bercanda dan mengganggu teman juga menjadi tantangan. Guru juga kesulitan memilih materi yang sesuai dengan kemampuan siswa yang beragam.Metode Pengelolaan Kelas: Guru menggunakan metode ceramah untuk penyampaian materi inti, serta tanya jawab dan permainan untuk menjaga keterlibatan siswa. Diskusi kelompok dan pendekatan kolaboratif membantu meningkatkan partisipasi. Pendekatan diferensiasi juga diterapkan agar pembelajaran sesuai dengan kebutuhan masing-masing siswa.Evaluasi Pembelajaran: Evaluasi dilakukan melalui tes tertulis, penilaian non-tes (observasi sikap dan keterampilan), diskusi kelas, dan umpan balik langsung selama pembelajaran untuk memantau pemahaman siswa secara menyeluruh.
Co-Authors Abdul Rahman Sakka Andi Achruh Astaman Baharuddin Desi Sopiana Hasyim Hadadde Kasiono Masruraini Parni Salsa Shopia Sri Nilawati Syahruddin Usman Topik Yudi Hermawan