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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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Abstract

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.
Strategi Pembelajaran PAKEM Alimiddin, Akhyar; U, Usman; Shabir U, M.
Madani: Jurnal Ilmiah Multidisiplin Vol 2, No 12 (2025): Januari
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.14575705

Abstract

The implementation of PAKEM in various educational institutions faces various challenges. Among them are teachers' limited understanding of the comprehensive concept and practice of PAKEM, as well as resistance to changes in more interactive teaching methods. In addition, facilities and infrastructure that support active learning are still inadequate in many schools, especially in remote areas. This hinders the full implementation of PAKEM and causes inequality in the quality of education received by students. In addition, although PAKEM is recognized as effective in increasing student engagement and deepening their understanding of the subject matter, many still question its effectiveness in improving long-term academic outcomes. Other factors such as more complex classroom management and the need for training and support for teachers to implement PAKEM effectively are also challenges. In this study, the author used a qualitative descriptive method with the main data source from library data. Furthermore, the data was coded, reduced, and conclusions were drawn. The results of the study show that the PAKEM learning strategy (Active, Creative, Effective, and Enjoyable Learning) offers an innovative approach that aims to increase student engagement in the learning process. By encouraging students to actively participate, think creatively, and experience enjoyable learning experiences, PAKEM is able to create a more dynamic and meaningful educational environment. Although this strategy faces challenges, such as the need for longer preparation time and complex classroom management, the benefits are far greater.
Strategi Pembelajaran Tematik Musfirah, Nurul; U, Usman; U, M. Shabir
Madani: Jurnal Ilmiah Multidisiplin Vol 2, No 12 (2025): Januari
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.14553947

Abstract

This study aims to determine the thematic learning strategy. Given that in modern times today, education issues are very important. Thematic Learning is integrated learning that uses themes to link several subjects so that it can provide meaningful experiences to students. This research is the result of a study or literature review sourced from library literature or library materials, both in the form of books and articles published through printed and online scientific journals. The focus of the study in this article is on thematic learning strategies that are relevant to Islamic religious education learning. The data obtained are reviewed/analyzed and then presented descriptively in the form of an article. The results of the study show that the implementation of thematic learning every day is carried out using three stages of activity, namely opening/initial/introduction activities, core activities and closing activities. The conclusion is that Thematic Learning is integrated learning that uses themes to link several subjects so that it can provide meaningful experiences to students. Theme is the main idea or main idea that is the main topic of discussion.
Co-Authors Alimiddin, Akhyar Fitriani F, Fitriani Ihsan. HS, Muh. Nur Muhammad Qaddafi Muhammad Shabir U Musfirah, Nurul Shabir U, M. Siti Nurfaizah, Siti Sultang, Muhammad Nor Kholis U, M. Shabir