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All Journal Madani: Multidisciplinary Scientific Journal Socius: Social Sciences Research Journal
U, Usman
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Strategi Pembelajaran TIK (Teknologi Informasi dan Komunikasi) F, Fitriani; U., M. Shabir; U, Usman
Madani: Jurnal Ilmiah Multidisiplin Vol 3, No 1 (2025): February
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

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Abstract

The development of the era demands individuals to have 21st century skills, such as critical thinking, creativity, collaboration, and communication skills. ICT-based learning media can be an effective means to develop these skills. However, there are still many teachers who have not been trained in utilizing ICT for this purpose. With a qualitative descriptive approach, this study reveals ICT learning strategies. The results of the study indicate that ICT learning strategies have great potential to improve the quality of learning. By utilizing various available tools and applications, teachers can create a more interactive, interesting, and effective learning environment. However, it should be remembered that ICT is only a tool. The most important thing is how teachers can integrate ICT into learning effectively and in accordance with the learning context.
Strategi Pembelajaran Mandiri Sultang, Muhammad Nor Kholis; U, M. Shabir; U, Usman
Madani: Jurnal Ilmiah Multidisiplin Vol 3, No 1 (2025): February
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

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This study examines independent learning strategies. This study uses a qualitative approach with the main data source from library data. The data is analyzed qualitatively. Independent learning is a learning strategy that aims to build individual initiative, independence, and self-improvement. The focus is on independent learning planning by students with the help of educators. Independent learning can also be done with friends or as part of a small group. The characteristics of independent learning are: pyramid-shaped goals, learning sources and media, place of learning, learning time, tempo and rhythm of learning, learning methods, and evaluation of learning outcomes. To implement independent learning strategies, methods such as: "small group discussion, simulation, case study, discovery learning (DL), self-directed learning (SDL), cooperative learning (CL), project based learning (PJBL) and problem based learning an inquiry (PBL)" can be used.
The Implementation of Classroom Management Strategies by Teachers and Students to Enhance Effective Learning Nurfaizah, Siti; U, Usman; Qaddafi, Muhammad
Socius: Jurnal Penelitian Ilmu-Ilmu Sosial Vol 3, No 4 (2025): November
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.17600472

Abstract

Classroom management is a critical factor in ensuring that the learning process is effective, orderly, and engaging. Teachers face various challenges, including the diversity of student characteristics and the dynamic nature of the classroom, which demand the use of adaptive, creative, and responsive management strategies. This study is motivated by the need for a thorough understanding of the components, strategies, effectiveness, and challenges of classroom management. Using a qualitative approach through a literature review, the research examines academic sources addressing both the theoretical foundations and practical applications of classroom management. The findings reveal that effective classroom management requires the integration of time management, classroom organization, and student behavior regulation, combined with the implementation of proactive, responsive, and innovative strategies suited to the classroom context. These results suggest that systematic and adaptive classroom management strategies are essential for creating a conducive learning environment, enhancing student motivation, and achieving optimal learning outcomes.
An Examination of Cooperative and Collaborative Learning Strategies in the Teaching of Islamic Religious Education Ihsan. HS, Muh. Nur; U, Usman; Qaddafi, Muhammad
Madani: Jurnal Ilmiah Multidisiplin Vol 3, No 10 (2025): November
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.17614834

Abstract

This study aims to analyze the nature, principles, and procedures of cooperative and collaborative learning strategies, as well as their relevance to the development of 21st-century skills in Islamic Religious Education (PAI). The method used is library research with a descriptive-analytical approach through a review of books, journals, and related research findings. The results indicate that cooperative learning emphasizes teamwork in small groups with positive interdependence, while collaborative learning focuses on the co-construction of knowledge through interaction and reflection. Both strategies are grounded in social constructivism, humanistic theory, and connectivism, which align with Islamic values such as ta‘?wun (mutual assistance), sy?r? (consultation), and ukhuwah (brotherhood). The implementation of these strategies has proven effective in enhancing students’ critical thinking, communication, collaboration, and creativity (4C), while simultaneously strengthening Islamic character formation. Therefore, cooperative and collaborative learning strategies represent relevant and transformative approaches to addressing the challenges of PAI learning in the era of the Merdeka Curriculum and the 21st century.
Co-Authors Fitriani F, Fitriani Ihsan. HS, Muh. Nur M. Shabir U., M. Shabir Qaddafi, muhammad Siti Nurfaizah, Siti Sultang, Muhammad Nor Kholis U, M. Shabir