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All Journal JPMS (Jurnal Pendidikan Matematika dan Sains) Pythagoras: Jurnal Matematika dan Pendidikan Matematika Matematika: Jurnal Teori dan Terapan Jurnal Infinity JURNAL DERIVAT: JURNAL MATEMATIKA DAN PENDIDIKAN MATEMATIKA Biosfer: Jurnal Tadris Biologi Tadris: Jurnal keguruan dan Ilmu Tarbiyah AL-TA´LIM AKSIOMA: Jurnal Program Studi Pendidikan Matematika Edu Sains: Jurnal Pendidikan Sains dan Matematika Al-Jabar : Jurnal Pendidikan Matematika NUMERICAL (Jurnal Matematika dan Pendidikan Matematika) Panrita Abdi - Jurnal Pengabdian pada Masyarakat DWIJA CENDEKIA: Jurnal Riset Pedagogik PRISMA Desimal: Jurnal Matematika Pendas : Jurnah Ilmiah Pendidikan Dasar Kuttab: Jurnal Ilmu Pendidikan Islam Jurnal Cendekia : Jurnal Pendidikan Matematika MAJU : Jurnal Ilmiah Pendidikan Matematika JKPM (Jurnal Kajian Pendidikan Matematika) Al-Ta'lim Idaarah: Jurnal Manajemen Pendidikan ANARGYA: Jurnal Ilmiah Pendidikan Matematika M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Bada'a: Jurnal Ilmiah Pendidikan Dasar Equals : Jurnal Ilmiah Pendidikan Matematika J-PiMat : Jurnal Pendidikan Matematika Jurnal Ilmiah Pendidikan Matematika Al Qalasadi Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika At-Tajdid : Jurnal Pendidikan dan Pemikiran Islam Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika Nabla Dewantara : Jurnal Pendidikan Matematika Mosharafa: Jurnal Pendidikan Matematika EMTEKA: Jurnal Pendidikan Matematika JagoMIPA: Jurnal Pendidikan Matematika dan IPA LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Indo-MathEdu Intellectuals Journal Bulletin of Science Education Jurnal Inovasi Pembangunan Jurnal Teknologi Pembelajaran Smart Society: Community Service and Empowerment Journal Online Learning in Educational Research Journal Of Sustainability Perspectives Polinomial : Jurnal Pendidikan Matematika Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang JNPM (Jurnal Nasional Pendidikan Matematika) Jurnal Pendidikan Matematika Social Science Academic QOSIM: Jurnal Pendidikan, Sosial & Humaniora Al-Qalam: Jurnal Kajian Islam Dan Pendidikan Jurnal Infinity Raudhah Proud To Be Professionals: Jurnal Tarbiyah Islamiyah SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Al-Mahabbah : Jurnal Manajemen Pendidikan Islam
Nanang Supriadi
Universitas Islam Negeri Raden Intan Lampung
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Merdeka Belajar–Kampus Merdeka (MBKM) Policy Implementation and Learning Quality: The Role of Religious Moderation in Islamic Higher Education Wan Jamaluddin; Yuberti Yuberti; Nanang Supriadi; Bambang Budi Wiranto; Ardian Asyhari
Smart Society Vol. 6 No. 1 (2026): Smart Society
Publisher : FOUNDAE (Foundation of Advanced Education)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/smartsociety.v6i1.849

Abstract

This study examines the impact of the Merdeka Belajar–Kampus Merdeka (MBKM) policy implementation on learning quality in Islamic Higher Education Institutions, with particular attention to the integration of religious moderation as a value-based educational framework. Employing an explanatory sequential mixed-methods design, the study combines Partial Least Squares Structural Equation Modeling (PLS-SEM) analysis of survey data from 400 students across diverse PTKIs in Indonesia with qualitative insights from 15 key informants, including lecturers and institutional leaders. The results indicate that MBKM implementation has a significant positive effect on learning quality (β=0.090, p=0.011), with curriculum flexibility (β=0.100, p=0.013), internship participation (β=0.100, p=0.030), independent projects (β=0.110, p=0.011), and technological support (β=0.120, p=0.006) contributing meaningfully to learning outcomes. Notably, institutional support emerges as the strongest predictor (β=0.700, p<0.001) and significantly mediates the relationship between MBKM components and learning quality. Qualitative findings further reveal that the effectiveness of MBKM implementation depends on the alignment between institutional policies, operational support, and the integration of religious moderation values in learning practices. This study contributes to the literature by providing an integrated empirical model linking MBKM implementation, institutional support, and learning quality within value-oriented higher education systems. The findings underscore the importance of strengthening institutional readiness, ensuring equitable program implementation, and embedding inclusive Islamic values to enhance transformative learning in pluralistic societies.
Motivasi Belajar Santri Dalam Penguasaan Kaidah Daqu Di Pesantren Tahfizh Daarul Qur’an Tegineneng Pesawaran Akbar Rahman; Agus Pahrudin; Nanang Supriadi; Ali Murtadho
Social Science Academic Vol. 4 No. 1 (2026)
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/ssa.9901

Abstract

This research is motivated by the anomaly problem of the speed gap of students in mastering the Daqu Rules method, even though they study in the ecosystem and use the same curriculum. This duration inequality is strongly indicated to be disrupted by a psychological determinant variable, namely learning motivation. Therefore, this study aims to investigate and analyze the dynamics of students' learning motivation in mastering the Daqu Rules at the Tahfizh Daarul Qur'an Islamic Boarding School Tegineneng Pesawaran. The research applied a qualitative method of case study design using purposive sampling on fast, medium, and slow student groups, and collected holistic data through observation, interview, and documentation study techniques. The findings of the research prove that students who are dominated by intrinsic motivations such as theological awareness and independent goals show very rigid discipline, proactive participation, and much faster learning acceleration. On the other hand, students who are extrinsically motivated because of the demands of their parents or simply the rules of the pesantren are prone to experiencing sporadic demotivation, boredom, and stagnation in completing material up to more than one semester. As a concrete recommendation, educators (asatidz) are required to carry out systemic reorientation by not only acting as mechanical pedagogical instructors, but are obliged to transform into emotional architects who proactively engineer a supportive environment to maintain the intrinsic motivation of students.
Meta-Analysis: Heuristic Vee Learning Model and Mathematical Concept Understanding Ability Suherni, Herni; Supriadi, Nanang; Dinda Pratiwi, Dona
Desimal: Jurnal Matematika Vol. 9 No. 2 (2026): Desimal
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/

Abstract

Mathematical conceptual understanding is essential for enabling students to interpret mathematical ideas, connect concepts, and justify problem-solving procedures. However, many students still experience difficulty developing conceptual understanding because mathematics instruction often emphasizes procedural fluency rather than meaningful conceptual construction. The Heuristic Vee model has been proposed as an instructional approach that connects conceptual and methodological components of learning, yet empirical findings regarding its effectiveness remain fragmented across studies. This study conducted a group-contrast meta-analysis to examine the effect of the Heuristic Vee model on students’ mathematical conceptual understanding. Data were obtained from seven eligible empirical studies published between 2013 and 2023, selected through Publish or Perish from Google Scholar, Semantic Scholar, and Scopus. The included studies reported complete statistical information from experimental and control groups, including sample size, mean, and standard deviation. Effect sizes were calculated using standardized mean differences and analyzed with OpenMEE and JASP. The random-effects model produced a significant large pooled effect size of 2.529, indicating that Heuristic Vee-based instruction positively influenced students’ mathematical conceptual understanding. Subgroup analysis showed a significant large effect at the junior secondary level and in the Indonesian context, whereas higher education, Malaysia, and Turkey showed large numerical effects but limited statistical certainty due to small study representation. Heterogeneity was very high, and Egger’s test indicated possible funnel plot asymmetry, although fail-safe N and trim-and-fill analysis suggested relatively robust results. These findings indicate that Heuristic Vee is a promising instructional model for strengthening mathematical conceptual understanding when supported by appropriate scaffolding and contextual implementation.
Pengaruh Kinerja Guru Terhadap Kepuasan Santri Studi Komparatif Pada Gontor Kampus 7 dan Pesantren Ushuluddin Kalianda Saifullah Saifullah; Subandi Subandi; Nanang Supriadi
Al-Qalam: Jurnal Kajian Islam dan Pendidikan Vol 18 No 1 (2026): Al-Qalam: Jurnal Kajian Islam Dan Pendidikan
Publisher : LP2M Universitas Islam Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/al-qalam.v18i1.4552

Abstract

This study aims to analyze and compare the influence of teacher performance on student (santri) satisfaction at Pondok Modern Darussalam Gontor Campus 7 (a pure modern Islamic boarding school) and Pondok Pesantren Ushuluddin Kalianda (a combinative Islamic boarding school). An explanatory quantitative approach with a cross-sectional design was employed. From a population of 1,159 active students in the 2025–2026 academic year, a sample of 92 respondents was selected using proportional random sampling based on the Slovin formula (10% error tolerance). Data were collected through closed-ended Likert-scale questionnaires and analyzed using simple linear regression and Fisher's Z comparative test.The results showed that: (1) Teacher performance had a positive and significant influence on student satisfaction at Gontor Campus 7, contributing (R2) 35.9%; (2) Teacher performance had a positive and significant influence on student satisfaction at PP Ushuluddin Kalianda, contributing (R2) 57.0%; (3) The Fisher's Z test yielded a Zvalue of 1.361 (lower than the Ztabel of 1.96), indicating no statistically significant difference in the influence of teacher performance on student satisfaction between the two institutions. Although PP Ushuluddin descriptively showed slightly higher and more homogeneous mean scores, teacher performance essentially proved to be a crucial pillar in enhancing student satisfaction across both types of Islamic boarding schools.
Strategi Pembelajaran Pendidikan Agama Islam dalam Membentuk Sikap Anti-Bullying Siswa: Studi Pustaka Amia Kasmila; Agus Pahrudin; Nanang Supriadi; Ali Murtadho
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 2 (2026): April - June | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i2.525

Abstract

This study aims to analyze Islamic Religious Education (PAI) learning strategies for developing students’ anti-bullying attitudes through a review of previous studies. Bullying in schools remains a significant concern because it can negatively affect students’ psychological well-being, social relationships, and learning environment. This study employed a qualitative approach using a library research method. Data were obtained from scientific journals, books, academic articles, and previous studies addressing PAI learning strategies, character education, and bullying behavior among students. Documentation was used as the data collection technique, while the data were analyzed through data reduction, data presentation, and conclusion drawing. The findings indicate that exemplary behavior (uswah hasanah), habituation of moral values, group discussions, integration of character education, and humanistic and communicative learning approaches play important roles in fostering anti-bullying attitudes. These strategies support the development of empathy, tolerance, responsibility, and mutual respect among students. Therefore, PAI serves not only as a medium for transmitting religious knowledge but also as a strategic instrument for character formation and bullying prevention. The study implies that schools and PAI teachers should systematically integrate anti-bullying values into classroom instruction, daily school routines, and student interactions to promote a safe, inclusive, and harmonious learning environment.
Kesetaraan Gender dalam Pendidikan Islam: (Perspektif Amina Wadud dan Fatima Mernissi) Aulia Annisa; Agus Pahrudin; Ali Murtadho; Nanang Supriadi
Jurnal QOSIM : Jurnal Pendidikan, Sosial & Humaniora Vol 4 No 3 (2026): 2026
Publisher : Yayasan pendidikan dzurriyatul Quran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/jq.v4i3.7399

Abstract

Penelitian ini bertujuan menganalisis konsep kesetaraan gender dalam pendidikan Islam perspektif Amina Wadud dan Fatima Mernissi serta relevansinya dalam konteks kontemporer. Kajian ini dilatarbelakangi oleh ketimpangan gender yang dipengaruhi interpretasi keagamaan patriarkal. Metode penelitian menggunakan pendekatan kualitatif melalui studi kepustakaan dengan analisis deskriptif-komparatif. Hasil penelitian menunjukkan bahwa Amina Wadud menekankan reinterpretasi Al-Qur’an secara hermeneutik berbasis tauhid, keadilan, dan kesetaraan, sehingga pendidikan Islam harus menjamin akses dan partisipasi setara. Sementara itu, Fatima Mernissi memandang subordinasi perempuan sebagai konstruksi sosial-politik dan budaya patriarki yang memerlukan dekonstruksi terhadap penafsiran hadis dan tradisi bias gender. Keduanya berkontribusi dalam membangun paradigma pendidikan Islam yang inklusif, humanis, dan berkeadilan gender, meskipun berbeda dalam pendekatan epistemologis. Penelitian ini menegaskan bahwa kesetaraan gender merupakan manifestasi nilai keadilan dalam Islam dan relevan bagi rekonstruksi pendidikan Islam modern.
Fish Bowl Discussion Berbasis Learning Cards: Berpikir Kritis dan Self Concept Peserta Didik Kelas VIII Virda Nurmalia; Nanang Supriadi; Meyronita Firja
JagoMIPA: Jurnal Pendidikan Matematika dan IPA Vol. 6 No. 3 (2026): JagoMIPA: Jurnal Pendidikan Matematika dan IPA
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jagomipa.v6i3.4963

Abstract

Kemampuan berpikir kritis matematis siswa Indonesia masih tergolong rendah, salah satunya disebabkan oleh penerapan metode pembelajaran yang kurang melibatkan partisipasi aktif dan belum mendukung perkembangan self-concept siswa secara optimal. Self-concept (konsep diri) dapat mempengaruhi kemampuan berpikir kritis matematis pada pembelajaran matematika. Penelitian ini bertujuan untuk mengetahui pengaruh metode Fish Bowl Discussion berbasis Learning Cards terhadap kemampuan berpikir kritis matematis, self-concept, serta pengaruh keduanya secara simultan pada siswa SMP kelas VIII di Kabupaten Lampung Utara. Penelitian ini menggunakan jenis penelitian Quasy Experimental Design. Populasi pada penelitian ini adalah siswa SMP kelas VIII dengan sampel yang diambil menggunakan teknik Stratified Random Sampling berjumlah 59 siswa. Instrumen yang digunakan untuk mengumpulkan data yaitu instrumen tes esai kemampuan berpikir kritis matematis dan angket self-concept. Teknik analisis data pada penelitian ini menggunakan Multivariate Analysis of Variance (MANOVA) dengan nilai signifikan sebesar α=5%. Berdasarkan perhitungan yang telah dilakukan, mendapatkan hasil bahwa p-value dari kemampuan berpikir kritis matematis dan self-concept (konsep diri) sebesar 0,000, sehingga p-value dari masing-masing kemampuan kurang dari 0,05, maka dapat disimpulkan terdapat pengaruh metode fish bowl discussion berbasis learning cards terhadap kemampuan berpikir kritis dan self-concept siswa secara parsial maupun simultan.
Integrasi Teknologi Digital dalam Pembelajaran Pendidikan Agama Islam (PAI) di Era Digital Burhanudin Khairi; Agus Pahrudin; Nanang Supriadi; Ali Murtadho
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 2 (2026): April - June | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i2.508

Abstract

Digital technology has reshaped educational practice and requires Islamic Religious Education (PAI) to adopt learning designs that are pedagogically effective while remaining grounded in Islamic values. This library research aims to analyze the forms of digital technology integration in PAI learning, its pedagogical benefits, and the challenges that emerge in implementation. Data were collected through documentation of relevant books, scientific journal articles, proceedings, official documents, and electronic sources, then analyzed using qualitative descriptive analysis through identification, classification, comparison, and synthesis of the literature. The findings indicate that learning applications, interactive videos, e-learning platforms, social media, digital Qur’an applications, and artificial intelligence can support more flexible, interactive, and student-centered PAI learning. These technologies improve learning motivation, conceptual understanding, creativity, digital literacy, and teacher efficiency. Nevertheless, implementation remains constrained by unequal infrastructure, limited teacher digital competence, weak parental supervision, and the risk of exposure to inappropriate digital content that may affect students’ morals and social interaction. Therefore, the integration of digital technology in PAI should be accompanied by teacher professional development, adequate facilities, ethical digital literacy, parental involvement, and blended learning models. The study implies that digital innovation in PAI must be positioned not merely as media modernization but as a value-based pedagogical strategy that strengthens Islamic character in the digital era.
Student Well-Being in Islamic Religious Education Learning in the Digital Era: A Phenomenological Study Nur Muhammad Gasmi; Nanang Supriadi; Baharudin Baharudin
Kuttab: Jurnal Ilmu Pendidikan Islam Vol 10 No 1 (2026): Kuttab: Jurnal Ilmu Pendidikan Islam
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/ktb.v10i1.2745

Abstract

Digital transformation in Islamic Religious Education (IRE) learning has not only altered pedagogical strategies but also reshaped students' Well-being experiences. This study aims to examine the meaning of student Well-being and the factors influencing it in IRE learning in the digital era. This research employed a qualitative, phenomenological design. The findings reveal that student Well-being is interpreted as a holistic construct encompassing academic balance, emotional comfort, quality of social relationships, and spiritual meaningfulness within IRE learning. Well-being is shaped by the interaction of pedagogical practices, peer relationships, the design and workload of digital learning, students' self-regulation in technology use, family support, and school-based spiritual practices. The novelty of this study lies in the formulation of a conceptual model of student Well-being in IRE grounded in students' perspectives, integrating pedagogical, digital, and spiritual dimensions simultaneously within a learning ecosystem framework that implies the need to develop IRE learning practices oriented toward holistic and sustainable Well-being in the digital era.
The Utilization of Project Based Learning and Guided Discovery Learning: Effective Methods to Improve Students’ Mathematics Ability Nanang Supriadi; Muhamad Syazali; Bella Dwi Lestari; Eva Sima Dewi; Lintang Fitra Utami; Lingga Afriansyah Mardani; Fredi Ganda Putra
AT-TA'LIM Vol 25, No 3 (2018)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (17.657 KB) | DOI: 10.15548/jt.v25i3.487

Abstract

The purpose of this study was to determine whether there is any difference between students’ mathematical representation ability who were taught by using the learning model of Project Based Learning with students who were taught by Guided Discovery Learning; there is any difference in the students' mathematical representation ability based on high, medium, or low learning motivation categories, and there is an interaction between the learning model and the learning motivation toward mathematical representation ability. A quasi experiment was used with 2x3 factorial designs. Instrument used to collect data was mathematics test and learning motivation questionnaire. The hypothesis testing used two way analysis of variance with unequal cell. Based on the results of hypothesis testing, it can be concluded that there is a difference in the students' mathematics ability that was taught by using Project Based Learning model with students who were taught by sing Guided Discovery Learning model; there is a difference in the students’mathematical representation ability based on high, medium, or low learning motivation; and there is an interaction between the learning model and the learning motivation on the mathematics ability.
Co-Authors A.A. Ketut Agung Cahyawan W Achi Rinaldi Adib, Muhammad Agus Pahrudin Akbar Handoko Akbar Rahman Ali Murtadho Amanda Diah Pangestika Amia Kasmila Amiruddin Amiruddin Ana Risqa JL Andini, Dita Anindhita, Wike Anna Fajriyah Annida Luthfia Putri Aprilia, Eka Ardian Asyhari Arini Alhaq Astriana Putri Aulia Annisa Baharudin Baharudin Bambang Budi Wiranto Bambang Budiwiranto Bambang Sri Anggoro Bella Dwi Lestari Burhanudin Khairi Christina Khaidir Christina Khaidir Delviana, Desti Desi Vitona Dewi, Eva Sima Dewi, Wiwik Sulistiana Dewi, Wiwik Sulistiana Dian Anggraini Djaffar Lessy Dona Dinda Pratiwi Een Yayah Haenilah Eka Aprilia Elny Yulinda Sarai Ependi, Asip Eti Hadiati Eva Sima Dewi Faisyal, Intan Dyra Shari Fani Sisco Predi Farida Farida Farida, Farida Fitriani Fitriani Fitriani Fitriani Fitriani, Rahayu Fraulein Intan Suri Fredi Ganda Putra Gumanti, Agung Akbar Maden Gunawan, Syahrul Hani Nastiti Tantika Hanifah Hanifah Hariri, Hasan Harum Yeni Rachmah, Harum Yeni Iip Sugiharta Imam Syafe'i Imam Syafe’I Indah Resti Ayuni Suri Indah Resti Ayuni Suri Indrawan Al Ikhsan Indri Yulianti Irma Yuliana Iwan Kuswidi Jamaluddin, Wan Kartika Ramadona Koharuddin KOMARUDIN Laila Puspita Laila Puspita, Laila Laswadi Laswadi Lekok Melya Lestari, Bella Dwi Lesyani, Rizsa Lingga Afriansyah Mardani Lintang Fitra Utami Lutfiatul Khofifah M. Sayid Wijaya Maharani, Maghfira Maharani, Maghfira Mardani, Lingga Afriansyah Melya, Lekok Melya, Lekok Meyronita Firja Minda Ayu Rahmasari Muhamad Syazali Muhammad Sholeh Muhammad Syazali Mujib Mujib, Mujib Murtadho , Ali Muthiah Miftahul Jannah Nadya Amalia Juana Naura Syifa Salsabila Nia Agustiana Ningrum, Septia Nirva Diana Novian Riskiana Dewi Noviana, Dewi Nur Fitri Lestari Nur Muhammad Gasmi Nurhanurawati Nurhanurawati Nurlaila Sehuwaky Oktaria, Risa Pangestika, Amanda Diah Pangestika, Amanda Diah Pramodana, Dimas Raba PRIMAYEKTI, RIZKY Putri Oktaviana Rahmah, Fadila Ramadona, Kartika Rani Damayanti Rani Damayanti, Rani Rany Widyastuti Rany Widyastuti Rany Widyastuti RIADDIN, DINAR Rifa Fahrullisa Riyama Ambarwati Rizki Wahyu Yunian Putra Ruchimat Haslan Ryan Pratama, Elva Saifullah Saifullah Santi Widyawati Sapta Desty Sugiharti Sari, Anggun Lupita Sari, Filian Yunita Septia Ningrum Septuri Silvi Anisa Siska Andriani Siti Hasanah Sri Purwanti Nasution, Sri Purwanti Subandi Subandi Suci Wulan Pawhestri Sufian, Muhammad Sugeng Sutiarso Suherman Suherman Suherman Suherman Suherman Suherman, Suherman Suherni, Herni Sunarto Sunarto Sunyono - - Syarif Maulidin Taat Herliana Tina Fitriani Virda Nurmalia Wahyana, Rosi Wan Jalamuddin Z Wan Jamaluddin Z Wawan Gunawan Widiyastuti, Rany Widiyastuti, Rany Yuberti Yuliani, Endah Yuniar, Devvi Mila Yustika Fatimatuz Zahra Zahra, Yustika Fatimatuz