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All Journal Chalim Journal of Teaching and Learning Interdisciplinary Journal of Social Sciences Jurnal Pendidikan Islam
Ria Kusrini, Nurul Azizah
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Religion Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Implementasi Program Student Led Conference (SLC) Dalam Pembelajaran Kolaboratif Siswa Guru dan Orang Tua Agustyarini, Yhasinta; Ria Kusrini, Nurul Azizah; Ningrum, Rachmania Widya
Chalim Journal of Teaching and Learning Vol. 4 No. 1 (2024): Teaching and Learning
Publisher : Program S3 Pendidikan Islam Institut Pesantren KH. Abdul Chalim Pacet Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/cjotl.v4i1.1007

Abstract

This study investigated the effects of student-led conferences (SLC) on parents, instructors, and students at MI Progressive Al Musthofa Bangsal Mojokerto. A qualitative descriptive approach with a case study type of research was applied; this study involved observation, interviews, and document collection from 15 students, two teachers, and three parents of students in Class II Marwah. The Miles, Huberman & Saldana model was used in data analysis consisting of condensing, presenting, and making conclusions. The study's findings demonstrated that SLC gives parents, instructors, and students a chance to assess each other's development and identifies areas where kids need improvement. SLC helps teachers to understand students' individual development and gives parents a deeper understanding of their children's strengths, challenges, and dreams. With SLC, students can direct their learning by selecting engaging subjects to cover. In addition to encouraging individual study and subject exploration that aligns with students' interests, SLC can foster open communication between all parties and raise the shared accountability for kids' academic performance. Teachers and parents will be able to understand their pupils' learning experiences better, enabling them to offer more specialized help. By putting SLC into practice, educators may help students take charge of their education, foster a collaborative learning environment, and promote lifelong learning and academic advancement.
Applying Self-Determination Theory (SDT) In Game-Based Learning (GBL) To Teach Grammar For TOEFL For University Students Ria Kusrini, Nurul Azizah; Agustyarini, Yashinta
Interdisciplinary Journal of Social Sciences Vol. 1 No. 1 (2024): Social Sciences and Education
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

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Abstract

This study aimed to find out the intrinsic motivation from Self-Determination Theory (SDT) of university students in learning grammar for TOEFL through a gamified way. The game platform used was Kahoot. this study employed qualitative descriptive research as it focused on the responds of the students in doing TOEFL-like test in Kahoot.it, and then analyzing the students’ feedback toward the game, the materials, and the activities. The result showed that the game was employed in an experimental setting to examine the influence of Autonomy, Relatedness, and Competence (ARC) support on player engagement and motivation. The intrinsic motivation components were evaluated and they indicate certain conclusions. In the online game context intrinsic motivation is enhanced by the perspective of winning and/or getting a reward. Implementing language games into the learning process will bring variety, break monotony, enliven classes, and motivate students to work. Rewards, points, levels are forms of extrinsic motivators, but the whole gaming experience touches significantly the intrinsic motivation aspects.
Habitus and Change: Phenomenological Insights into Curriculum Adaptation in Indonesian Islamic Schools Amalia, Eka Rizki; Yuliansyah, Muhammad; Agustyarini, Yhasinta; Sunnah, Muqimah Liwais; Nasucha, Juli Amaliya; Ria Kusrini, Nurul Azizah
Nazhruna: Jurnal Pendidikan Islam Vol. 8 No. 2 (2025): Transformative Islamic Education in Pesantren and Madrasah
Publisher : Universitas Pesantren Kh abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v8i2.134

Abstract

Indonesia’s education system is undergoing a significant transformation with the introduction of a new curriculum. This shift presents unique challenges for Islamic schools (madrasahs), where school leaders must reconcile national education goals with religious principles, all while navigating systemic constraints and limited resources. This study uses Bourdieu’s theoretical framework to examine how Heads of Curriculum (HoCs) respond to these challenges through their leadership strategies. Employing a qualitative phenomenological approach, the study investigates the lived experiences of six HoCs from different madrasahs through semi-structured interviews. Thematic analysis, grounded in Bourdieu’s concepts of habitus, field, and capital, reveals how internal dispositions and systemic influences shape leadership behaviour. The findings show that the HoCs developed adaptive strategies that reflect key themes: leadership and adaptability, resourcefulness and social capital, balancing Islamic values with reform objectives, and navigating policy disparities. These strategies highlight how habitus, shaped by cultural, professional, and systemic experiences, guides leadership practices that balance tradition with modern reform. Ultimately, the study offers valuable empirical insights into curriculum reform in Islamic education and extends Bourdieu’s framework by integrating cultural and religious contexts, showing how school leaders convert structural limitations into opportunities for institutional growth. 
Co-Authors Agustyarini, Yashinta Eka Rizki Amalia, Eka Rizki Juli Amaliya Nasucha, Juli Amaliya Ningrum, Rachmania Widya Sunnah, Muqimah Liwais Yhasinta Agustyarini, Yhasinta Yuliansyah, Muhammad