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All Journal Madani: Multidisciplinary Scientific Journal Socius: Social Sciences Research Journal
U, Usman
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Journal : Madani: Multidisciplinary Scientific Journal

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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.
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.
Strategi Pengelolaan Kelas Bakri, Naharuddin; U, Usman; U, M. Shabir
Madani: Jurnal Ilmiah Multidisiplin Vol 2, No 12 (2025): Januari
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

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Abstract

This study aims to determine the classroom management strategy. Given that in order to achieve the expected learning objectives, various strategies are certainly needed, one of which is the classroom management strategy. In the classroom, teachers play an important role as the main actor in implementing learning activities. This study 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 classroom management 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 classroom management strategies are a conscious and planned effort to organize teaching and learning activities systematically which lead to the preparation of facilities and infrastructure and teaching aids, arrangement of learning spaces, realizing situations or conditions for the teaching and learning process so that they run well and achieve the goals set. The conclusion is that classroom management creates an effective and enjoyable teaching and learning atmosphere and can motivate students to learn well.
Strategi Pembelajaran Langsung Awalia, Anggi Ria; U, M. Shabir; U, Usman
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.14592017

Abstract

Learning strategy is an activity plan that uses methods and utilizes various resources in a learning process. Learning strategy is very important because the strategy is designed to achieve a certain goal. In delivering learning content, managing strategies and making decisions about delivering strategies must require the right strategy, in order to form a learning model that is in accordance with the conditions and circumstances of the school environment so that the methods, techniques and tactics that will be used can be in accordance with the procedures that we have designed at the beginning. This study is a literature review with a qualitative descriptive approach. The results of the study show that direct learning strategies are teacher-centered learning (teacher centered) therefore this learning implies direct interaction between teachers and students. Direct learning strategies are learning that is directly directed by teachers through specific tasks that must be completed by students under the direct supervision of teachers through the learning phase facilitated by the teacher.
Implementation of Contextual Learning Strategies in Islamic Religious Education Subjects at Madrasah Aliyah Allu Bilu, Nurahdillah Morra; U, Usman; Alwi, Besse Marjani
Madani: Jurnal Ilmiah Multidisiplin Vol 4, No 1 (2026): February 2026
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.18248911

Abstract

This study aims to examine the implementation of Contextual Teaching and Learning (CTL) in Islamic Religious Education (PAI) subjects, particularly at Madrasah Aliyah Allu. Amidst the challenges of 21st-century education that demand life skills mastery, learning practices in Indonesia are often still conventional and teacher-centered. This study uses a qualitative approach with a library research method to gather information from various scientific references. The results show that the implementation of CTL at MA Allu is carried out by integrating core components such as inquiry, questioning, learning communities, and modeling in PAI materials such as Fikih Muamalah. The application of this strategy has proven effective in increasing students' motivation, critical thinking skills, and the quality of their worship practices. However, the main challenges faced include limited time allocation, the dominance of cognitive evaluation that does not fully utilize authentic assessment, and obstacles in changing students' passive learning habits. This study concludes that institutional support, teacher training, and utilization of the surrounding environment are crucial for making PAI learning more meaningful and relevant to real life.
Strategi Pembelajaran Kontekstual Auliyauddin, Shoif; 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.14575579

Abstract

A deep understanding of religion is needed. Religious studies do not only discuss the relationship between humans and Allah (?abl min All?h), but also the relationship with oneself, fellow citizens, fellow humans (?abl min al-n?s) and the universe. Therefore, a learning strategy is needed that is not only in the form of lectures, but requires a more interactive strategy. Therefore, in this paper the author will try to discuss one of the strategies, namely the contextual learning strategy that can be applied in the PAI learning process, so that learning objectives can be achieved. In this study, the author uses a qualitative descriptive method with primary data from library data. The results of the study show that the characteristics of contextual learning according to Muslich are as follows: a) Learning is carried out in an authentic context, b) Learning provides opportunities for students to work on meaningful tasks, c) Learning is carried out by providing meaningful experiences to students, d) Learning is carried out through group work, discussion, correcting each other between friends, e) Learning provides opportunities to create a sense of togetherness, f) Learning is carried out actively, creatively, productively, and prioritizes cooperation, g) Learning is carried out in a pleasant situation The advantages of contextual learning strategies include more meaningful and real learning, more productive learning and being able to foster reinforcement of concepts to students. The disadvantages are: If the teacher cannot control the class, it can create a less conducive class situation.
Co-Authors Alimiddin, Akhyar Alwi, Besse Marjani Auliyauddin, Shoif Awalia, Anggi Ria Bakri, Naharuddin Bilu, Nurahdillah Morra Fitriani F, Fitriani Ihsan. HS, Muh. Nur M. Shabir U., M. Shabir Musfirah, Nurul Qaddafi, muhammad Shabir U, M. Siti Nurfaizah, Siti Sultang, Muhammad Nor Kholis U, M. Shabir