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All Journal Halaqa : Islamic Education Journal al-Afkar, Journal For Islamic Studies EDU-RELIGIA : Jurnal Keagamaan dan Pembelajarannya EDU-KATA: Jurnal Bahasa, Sastra, dan Pembelajarannya DAR EL-ILMI : Jurnal Studi Keagamaan, Pendidikan dan Humaniora Pendas : Jurnah Ilmiah Pendidikan Dasar TA'LIM : Jurnal Studi Pendidikan Islam EDUTEC : Journal of Education And Technology Al-Ulum: Jurnal Pendidikan Islam Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Journal of Contemporary Islamic Education Edu Cendikia: Jurnal Ilmiah Kependidikan Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan Al-Ulum: Jurnal Pendidikan Islam Jurnal Pengabdian Masyarakat: BAKTI KITA Sabangka Abdimas Jurnal Pengabdian Masyarakat Sabangka RESLAJ: Religion Education Social Laa Roiba Journal Jurnal Dirosah Islamiyah Jurnal Murid Jurnal Pendidikan Rafflesia Academia Open AJER : Advanced Journal of Education and Religion Sustainable
Zuli Dwi Rahmawati
Universitas Islam Darul 'Ulum Lamongan
Religion Humanities Civil Engineering, Building, Construction & Architecture Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Implementasi Program Penguatan Melalui Bimbingan Menuju Keberhasilan Di Ma Matholiul Anwar Sebagai Peningkatan Kemampuan Diri Siswa Dani, Achmad; Rahmawati, Zuli Dwi
Jurnal Murid Vol 2 No 3 (2025): September
Publisher : Fakultas Agama Islam

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Abstract

Program penguatan melalui bimbingan menuju keberhasilan yang diterapkan di MA Matholiul Anwar merupakan bentuk layanan bimbingan dan konseling yang mendukung pengembangan potensi diri siswa, khususnya dalam perencanaan karier dan kesiapan menghadapi masa depan. Para siswa merasa kesulitan dalam memilih jenjang karir kedepannya, maka dari itu perlu adanya program bimbingan yang tepat untuk siswa agar mereka bisa menentukan karirnya dengan baik. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui observasi, wawancara terstruktur, dan dokumentasi terhadap dua guru BK dan dua puluh siswa. Data dianalisis menggunakan model Miles dan Huberman yang mencakup reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa program ini telah diimplementasikan melalui berbagai kegiatan yaitu pelatihan SNBT, seminar prakerja, dan layanan konseling individual. Dampak yang terlihat mencakup peningkatan kepercayaan diri, kemampuan mengenali minat dan bakat, serta kesiapan siswa dalam merencanakan masa depan pendidikan dan karier. Guru BK berperan aktif sebagai fasilitator yang mendampingi siswa dalam proses pengembangan diri secara menyeluruh. Program ini memberikan kontribusi positif terhadap perkembangan pribadi dan kesiapan karier siswa. Disarankan agar program dilaksanakan secara berkelanjutan dan dikembangkan lebih luas agar manfaatnya dapat dirasakan oleh lebih banyak peserta didik.
IMPLEMENTASI PROGRAM BUILDING LEARNING POWER (BLP) DALAM MEMBENTUK KARAKTER DISIPLIN SISWA SMP CAHAYA QURAN ISLAMIC BOARDING SCHOOL (IBS) Ashfahani, Putri; Suradji, Muchamad; Rahmawati, Zuli Dwi
Jurnal Murid Vol 3 No 1 (2026): Januari
Publisher : Fakultas Agama Islam

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Abstract

Pendidikan karakter merupakan aspek penting dalam membentuk pribadi peserta didik yang bertanggung jawab, jujur, dan disiplin. Karakter disiplin sangat diperlukan untuk membangun generasi yang taat aturan, mampu mengelola waktu, serta konsisten dalam perilaku sehari-hari. Untuk mencapai tujuan tersebut, SMP Cahaya Quran Islamic Boarding School (IBS) menerapkan program Building Learning Power (BLP), yaitu sebuah pendekatan pendidikan yang dikembangkan oleh Guy Claxton yang berfokus pada lima komponen pembentukan kapasitas belajar: Resilience, resourcefulness, reflectiveness, reciprocity, dan devoutness. Tujuan penelitian ini adalah untuk mengetahui implementasi program BLP di SMP Cahaya Quran IBS dan bagaimana program tersebut membentuk karakter disiplin siswa. Penelitian ini menggunakan metode deskriptif kualitatif dengan pendekatan studi lapangan. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa pelaksanaan program BLP dilakukan secara sistematis melalui kegiatan harian seperti pengisian jurnal, ceklist aktivitas, serta sesi cerita inspiratif. Program ini berdampak positif terhadap pembentukan kedisiplinan siswa, baik dari segi tanggung jawab pribadi, keteraturan belajar, maupun kepatuhan terhadap aturan sekolah. Faktor pendukung pelaksanaan BLP antara lain keterlibatan guru, dukungan manajemen sekolah, dan antusiasme siswa. Adapun hambatan yang dihadapi berupa keterbatasan waktu pelaksanaan dan belum meratanya pemahaman awal siswa terhadap konsep BLP. Dengan demikian, program BLP terbukti efektif dalam membentuk karakter disiplin siswa di lingkungan pendidikan berbasis boarding school.
Implementasi “Educaplay: Froggy Jumps” dalam Meningkatkan Minat Belajar Siswa di SMP Negeri 2 Sukodadi Putri Nur Alfianti, Thania; Muchamad Suradji; Zuli Dwi Rahmawati
Reslaj: Religion Education Social Laa Roiba Journal Vol. 7 No. 8 (2025): RESLAJ: Religion Education Social Laa Roiba Journal
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/reslaj.v7i8.7958

Abstract

This research intends to illustrate how the implementation of Educaplay: Froggy Jumps media is used to foster students' desire to learn in PAI subjects in grade VII C SMP Negeri 2 Sukodadi. The background of this research stems from the low interest of students in learning PAI lessons which tend to be monotonous due to conventional learning methods. Froggy Jumps was chosen because it is digital-based and has interactive features that appeal to students. This research uses a descriptive qualitative approach. Data collection techniques include observation, interviews, documentation. Data analysis is carried out through the process of data reduction, data presentation, and inductive conclusion drawn. Research results show that Froggy Jumps can increase students' interest in learning. Students appear more focused, active, and enthusiastic during learning. Features such as attractive visual displays, sound effects, scores, leaderboards, and deadlines provide more impressive, challenging, and less boring learning conditions. The responses of students and teachers show that Froggy Jumps is able to increase student attention, interest, and active engagement. Therefore, Educaplay: Froggy Jumps is effectively used as a learning medium to increase students' interest in learning, especially in Islamic Religious Education lessons. Keywords: Educaplay: Froggy Jumps, learning media, learning interest, PAI
Peran Guru Pendidikan Agama Islam dalam Membentuk Karakter Siswa di Lingkungan Sekolah Melalui Kegiatan Muhadhoroh di SMK Muhammadiyah 6 Modo Haniza Nur Octavia; Mahbub Junaidi; Zuli Dwi Rahmawati
Reslaj: Religion Education Social Laa Roiba Journal Vol. 7 No. 8 (2025): RESLAJ: Religion Education Social Laa Roiba Journal
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/reslaj.v7i8.9466

Abstract

This study aims to examine the role of Islamic Religious Education (PAI) teachers in shaping students' character through muhadhoroh activities at SMK Muhammadiyah 6 Modo. The research employed a descriptive qualitative method with data collected through observation, interviews, and documentation. The results indicate that PAI teachers are involved in designing, guiding, and evaluating muhadhoroh as a medium for character building. The characters developed include responsibility, courage, discipline, self-confidence, and leadership. Challenges encountered include limited student interest, time constraints, and inadequate facilities. Efforts to overcome these challenges involve providing motivation, actively engaging students, and enhancing teacher collaboration. The study concludes that muhadhoroh activities play a strategic role in character development when supported by the consistent and structured involvement of PAI teachers.
Fenomena Ketergantungan Artificial Intellegence dalam Tugas Akademik: Studi terhadap Kepercayaan Diri Mahasiswa : The Phenomenon of Artificial Intelligence Dependence in Academic Assignments: A Study of Student Self-Confidence Nailatul Magfiroh; Muchamad Suradji; Zuli Dwi Rahmawati
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 01 (2026): Research Articles, April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i01.8162

Abstract

The development of Artificial Intelligence (AI) in higher education has transformed the way students complete various academic assignments. Technologies such as ChatGPT, Grammarly, and various other AI-based platforms make it easier for students to find information, develop ideas, and improve and organize their writing more clearly. However, the intensive use of AI has also raised concerns about the emergence of student dependence on technology and its implications for academic self-confidence. This study uses a qualitative approach with a phenomenological design to in-depth examine students' experiences utilizing AI technology to complete academic assignments. The study subjects consisted of 10 students in the Islamic Religious Education Study Program at Darul 'Ulum Islamic University in Lamongan. Data collection was conducted through in-depth interviews, direct observation, and documentation. The data obtained were then analyzed using the interactive analysis model proposed by Miles and Huberman. The results show that students perceive AI as a tool that increases efficiency and facilitates the completion of academic assignments. However, intensive use also gives rise to indications of dependence and ambivalence in student self-confidence. AI can increase confidence in assignment results, but it can also raise doubts about academic abilities when students must work without technological assistance. The use of AI in academic assignments provides efficiency benefits, but also builds self-confidence that tends to be conditional and has the potential to affect students' independent thinking.
Contextual FPB Fun Day Improves Numeracy Literacy and Conceptual Understanding: FPB Fun Day Kontekstual Meningkatkan Literasi Numerasi dan Pemahaman Konsep Salsabila, Eka Aprilia; Habibah, Sulhatul; Rahmawati, Zuli Dwi
Academia Open Vol. 11 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.13907

Abstract

General Background Mathematics learning in elementary schools plays a crucial role in developing logical thinking and problem-solving skills; however, it is often dominated by procedural exercises. Specific Background In the context of learning the greatest common factor (FPB) in class V MI Ma’arif NU Sukolilo, teaching practices remain focused on lectures and written tasks, limiting students’ conceptual understanding and numeracy literacy. Knowledge Gap This condition indicates a gap between concept-oriented mathematics learning and the conventional instructional practices that do not sufficiently engage students in contextual and meaningful experiences. Aims This study aims to describe the implementation of the FPB Fun Day co-curricular program and analyze its role in improving numeracy skills, FPB conceptual understanding, and numeracy literacy. Results Using a descriptive qualitative approach, the findings reveal that FPB Fun Day is implemented through contextual activities such as distributing objects evenly, increasing student participation, conceptual comprehension, and the ability to interpret and communicate mathematical problems. Students with higher abilities tend to apply conventional strategies, while those with difficulties benefit more from contextual approaches. Novelty The study introduces a co-curricular, experience-based learning model integrating FPB concepts with numeracy literacy through real-life activities beyond classroom routines. Implications The findings suggest that contextual and activity-based learning can serve as an alternative strategy for strengthening conceptual understanding and numeracy literacy, supported by teacher creativity, student engagement, and institutional support despite challenges in time management and varying student abilities. Highlights • Contextual activities using real objects support deeper mathematical reasoning• Learners with lower abilities gain clearer understanding through visual practice• Collaborative tasks promote active participation and logical problem solving Keywords FPB Fun Day; Mathematics Learning; Numeracy Literacy; Conceptual Understanding; Contextual Learning
Implementasi Program Building Learning Power (BLP) dalam Membentuk Karakter Disiplin Siswa SMP Cahaya Quran Islamic Boarding School (IBS) Putri Ashfahani; Zuli Dwi Rahmawati
AJER: Advanced Journal of Education and Religion Vol. 2 No. 3 (2025): September
Publisher : Advance Journal of Education and Religion (AJER) published by Fakultas Agama Islam Universitas Islam Darul 'Ulum Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/ajer.v1i3.11072

Abstract

Character education is a crucial aspect in shaping students to be responsible, honest, and disciplined individuals. Discipline is highly necessary to build a generation that is obedient to rules, capable of managing time, and consistent in daily behavior. To achieve this goal, SMP Cahaya Quran Islamic Boarding School (IBS) implements the Building Learning Power (BLP) program. BLP is an educational approach developed by Guy Claxton that focuses on five components for building learning capacity: Resilience, Resourcefulness, Reflectiveness, Reciprocity, and Devoutness. The purpose of this research is to determine the implementation of the BLP program at SMP Cahaya Quran IBS and how the program shapes students' discipline character. This study uses a qualitative descriptive method with a field study approach. Data collection techniques were carried out through observation, interviews, and documentation. The research results show that the BLP program is implemented systematically through daily activities such as filling out journals, activity checklists, and inspirational storytelling sessions. This program has a positive impact on the formation of student discipline, both in terms of personal responsibility, learning regularity, and compliance with school rules. The supporting factors for the implementation of BLP include teacher involvement, school management support, and student enthusiasm. Meanwhile, the obstacles faced are in the form of limited implementation time and the uneven initial understanding of the BLP concept among students. Thus, the BLP program is proven effective in shaping students' discipline character in a boarding school educational environment.
PENGARUH KETELADANAN ORANG TUA TERHADAP PEMBENTUKAN KARAKTER RELIGIUS SISWA DI SMK HASYIM ASY'ARI PUCUK LAMONGAN Devi Putri Nurul Izzah; Mahbub Junaidi; Zuli Dwi Rahmawati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.48341

Abstract

This study aims to examine the influence of parental role models on the formation of students' religious character at Hasyim Asy'ari Vocational High School, Pucuk District, Lamongan Regency. This study uses a quantitative approach with a simple linear regression method. The study population was 83 students, while the sample was 69 students determined using the Slovin formula. Data collection methods were carried out through questionnaires, observation, and participation. The research instrument has undergone validity and reliability tests using IBM SPSS operations. The results of the validity test show that all specific statements have a significance value of 0.05. Simple linear regression analysis produces the equation Y = 20.770 + 0.698 X which indicates a positive influence between parental role models on students' religious character. The t-test results reached a significance value of 0.000 <0.05, therefore H1 is accepted. The coefficient of determination (R²) value of 0.547 indicates that parental role models contribute 54.7% to the formation of students' religious character, while the rest is influenced by other factors outside the study. The findings of this study emphasize the importance of parental role models in shaping students' religious character through the application of religious values ​​in everyday life.
Internalisasi Nilai Moderasi Beragama pada Era Digital di SMA Wahid Hasyim Model Sumberwudi Karanggeneng Lamongan Nabila Putri; Sauqi Futaqi; Zuli Dwi Rahmawati
Jurnal Dirosah Islamiyah Vol. 8 No. 1 (2026): Jurnal Dirosah Islamiyah 
Publisher : Pascasarjana IAI Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/jdi.v8i1.12927

Abstract

This study aims to analyze the process of internalizing religious moderation values in the digital era, the roles of teachers and school authorities in instilling religious moderation values through digital media utilization, and the supporting and inhibiting factors at SMA Wahid Hasyim Sumberwudi Karanggeneng Lamongan. This study employed a qualitative approach with a descriptive research design. Data were collected through observation, interviews, and documentation. The research informants consisted of the principal, Islamic Religious Education teachers, and students. Data were analyzed using the Miles, Huberman, and Saldana model, including data condensation, data display, and conclusion drawing. The findings revealed that the internalization of religious moderation values was carried out through classroom learning, religious activities, habituation of tolerance, teacher role modeling, and the utilization of digital media. Teachers and school authorities acted as educators, mentors, and supervisors in guiding the wise use of digital media. Supporting factors included a conducive school environment, routine religious activities, collaboration between teachers and parents, and the use of digital media. Inhibiting factors consisted of social media influence, unverified religious information, and students' limited understanding of religious moderation.
The Integration of Local Muslim Culture in Islamic Education: Adaptation and Negotiation within Madrasahs in Indonesia and Southern Thailand Mohammad Faruq; Sauqi Futaqi; Zuli Dwi Rahmawati; Busainah Mateh
Journal of Contemporary Islamic Education Vol. 6 No. 2 (2026): Journal of Contemporary Islamic Education
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jcie.v6i2.7540

Abstract

This study addresses the growing challenge faced by Islamic education in plural societies, where tensions often arise between normative religious teachings and diverse local cultural practices. In contexts such as Indonesia and Southern Thailand, madrasahs are required to navigate these tensions while maintaining both religious authenticity and social relevance. This study examines how local Muslim culture is integrated into Islamic education through processes of adaptation and negotiation, and how these processes contribute to the construction of contextual religious identities. A qualitative comparative case study design was employed, with data collected through in-depth interviews, classroom observations, and document analysis in two madrasahs representing different socio-cultural settings. Data were analyzed using thematic coding and cross-case comparison. The findings reveal that cultural integration functions as an active pedagogical and sociocultural process rather than mere value transmission. Local traditions—such as communal religious rituals, language practices, and historically embedded narratives—are systematically incorporated into learning through curriculum adaptation, extracurricular activities, and community engagement. These practices not only enhance students’ cultural awareness and inclusivity but also strengthen the internalization of Islamic values in contextually meaningful ways. Furthermore, adaptation and negotiation serve as mechanisms to mediate tensions between religious norms and lived cultural realities. Although limited to two institutions, this study contributes to the discourse on multicultural Islamic education by offering a comparative and context-sensitive perspective for curriculum development in diverse Muslim societies.
Co-Authors Abdul Haris Amaliyah, Amaliyah Arnini Dita Kurniasari Asadori Azhari Ashfahani, Putri Bimantoro, Didik Bisarul Ihsan Busainah Mateh Damanhuri Damanhuri DANI, ACHMAD Devi Putri Nurul Izzah Devina Puspita Sari Dewi, Sinta Putri Elisa, Kustina Farit Ghozali, Ahmat Fauziyah, Lilik Fina Mutim Manidhom Fitriani, R. Nurul Haniza Nur Octavia Hidayati, Ucik Nurul Ibriza Mazidah Iib Marzuqi, Iib Junaidi, Mahbub Lutfiana Dwi Indah Sari Mahbub Junaidi Markub Markub Mohammad Faruq Munif, Muhammad Nabila Putri Nailatul Magfiroh Ninis Amila Novita sari Nurwijayanti Permatasari, Vegi Ayu Indah Putri Ashfahani Putri Nur Alfianti, Thania Retno Nuzilatus Shoimah Rifdah Atikah Rosichin Mansur Salsabila, Eka Aprilia Sauqi Futaqi Setyawati, Mely Sinta Putri Dewi Siti Latifatus Sun’iyah Sri Wahyuni Sulhatul Habibah Suradji, Muchamad Ucik Nurul Hidayati