Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal Tadbir: Jurnal Manajemen Pendidikan Islam Educator : Directory of Elementary Education Journal JPLED
Ruwiah A. Buhungo
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Arts Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Journal : jpled

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The Role of Islamic Spiritual Activities on Students' Spiritual Intelligence Apriani Dolla; Ruwiah A. Buhungo; Muhammad Nur Iman; Dedi Gunawan Saputra
Journal of Practice Learning and Educational Development Vol. 6 No. 2 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i2.1476

Abstract

This study aims to examine the role of Islamic Spiritual Activities (Rohis) in enhancing students' spiritual intelligence at MAN 1, Gorontalo Regency. Spiritual intelligence is understood as a person's ability to interpret life, internalize religious values, and apply them in daily behavior. As a religious organization within the school environment, Rohis plays a significant role in shaping religious character and developing students' spiritual aspects. This study used a qualitative approach with a descriptive approach. Data were collected through observation, interviews, and documentation. Informants included the principal, the Rohis advisor, the Rohis chairperson, and several students at MAN 1, Gorontalo Regency. Data analysis was conducted through the stages of data reduction, data presentation, and conclusion drawing. To ensure data validity, the researcher used source and technique triangulation. The results indicate that Rohis activities positively contribute to enhancing students' spiritual intelligence. This is evident through various programs implemented, such as Islamic studies, Quran recitation, commemoration of Islamic holidays, religious mentoring, and social activities. These programs help students increase their awareness of worship, strengthen their relationship with God, and foster discipline, responsibility, social awareness, and good morals in their daily lives. Supporting factors for the Rohis program include support from the school, instructors, and student enthusiasm. Meanwhile, inhibiting factors include limited time and uneven student participation.
The Urgency of Developing Students' Critical Thinking Skills in Class XI Fiqh Learning Desinta M. Mahmud; Rahmawati; Ruwiah A. Buhungo; Ni’ma M. Alhabsyi
Journal of Practice Learning and Educational Development Vol. 6 No. 2 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i2.1477

Abstract

This study aims to describe the urgency of developing students’ critical thinking skills in Grade XI Fiqh learning at Madrasah Aliyah Negeri 1 Kabupaten Gorontalo and to analyze teachers’ efforts and their impact on students’ abilities. This research employed a descriptive qualitative approach. Data were collected through observation, interviews, and documentation involving the madrasah principal, Fiqh teacher, and Grade XI students as informants. Data analysis was conducted through data collection, data condensation, data display, and conclusion drawing, while data validity was ensured through source, technique, and time triangulation. The findings reveal that developing critical thinking skills in Fiqh learning is highly important because it helps students understand Islamic law more deeply, not merely memorize learning materials, but also analyze, evaluate, and solve religious problems contextually. Teachers’ efforts were implemented through discussion, question-and-answer sessions, case studies, and problem-solving activities. These strategies positively influenced students’ learning participation, confidence in expressing opinions, argumentative ability, and ability to connect Fiqh materials with everyday life. The challenges identified include differences in students’ abilities, lack of self-confidence, passivity among some students, and limited instructional time.
Co-Authors Apriani Dolla Dedi Gunawan Saputra Desinta M. Mahmud Hakiu, Amelia Nov Marianti Marianti Muhammad Nur Iman Ni’ma M. Alhabsyi Rahmawati Razak Umar