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All Journal Journal of Education and Learning (EduLearn) Al-Ta'rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab UIN Palangka Raya Insaniyat: Journal of Islam and Humanities Langkawi: Journal of The Association for Arabic and English Jumat Keagamaan: Jurnal Pengabdian Masyarakat TASAMUH: Jurnal Studi Islam Al-MIKRAJ: Jurnal studi Islam dan Humaniora Populer: Jurnal Penelitian Mahasiswa EBTIDA' : Jurnal Pendidikan Dasar Islam Multidiciplinary Journal of Islamic Studies Ilmuna: Jurnal Studi Pendidikan Agama Islam
Diana Nur Sholihah
Universitas Islam Tribakti Lirboyo Kediri
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

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MODEL LIFE BASED LEARNING PADA LEMBAGA PENDIDIKAN DASAR ISLAM DI KEDIRI: TINJAUAN PENERAPAN PENDIDIKAN ISLAM TRANSFORMATIF Marita Lailia Rahman; Diana Nur Sholihah; Farah Diba
EBTIDA': Jurnal Pendidikan Dasar Islam Vol 5 No 2 (2025): December 2025
Publisher : Universitas Islam Raden Rahmat Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58788/ebtida.v5i2.8553

Abstract

Abstract Transformative education emphasizes that the success of learning lies in the opportunity for learners to assess their own learning experiences. Therefore, measuring the quality of education needs to prioritize a more humanistic approach. One form of empowerment is designing a learning model that honors the learners. Life Based Learning is a series of learning activities connected to real-life experiences and provides space for the development of individual skills. This learning is understood as a process of learning from all aspects of life, at any time and from any source. This study aims to describe teachers' perceptions of Life Based Learning, its implementation, and its evaluation process. The study uses a descriptive qualitative approach with data collection techniques including interviews, observations, and documentation. Data analysis involves collection, presentation, reduction, and drawing conclusions. The study results show that teachers view Life Based Learning as a model that encourages students to acquire knowledge and skills to understand the essence of life, solve problems, and live harmoniously. The implementation of Life Based Learning at MIN 2 Kediri is integrated into teaching and learning activities under both the 2013 Curriculum and the Merdeka Curriculum, including habits before, during, and after learning, as well as activities at home and in the community through six dimensions. Evaluation uses assessments of both the process and outcomes. These findings confirm that Life Based Learning is relevant for enhancing the quality of education in a sustainable and comprehensive manner. Keywords: Life-Based Learning Model, Islamic Primary Education Institutions, Transformative Islamic Education. Abstrak Pendidikan transformatif menekankan bahwa keberhasilan pembelajaran terletak pada kesempatan bagi peserta didik untuk menilai pengalaman belajarnya sendiri. Pengukuran kualitas pendidikan karenanya perlu mengedepankan pendekatan yang lebih humanis. Salah satu bentuk pemberdayaan tersebut ialah merancang model pembelajaran yang memuliakan peserta didik. Life Based Learning merupakan rangkaian pembelajaran yang terhubung dengan realitas kehidupan dan memberi ruang bagi pengembangan kemampuan individu. Pembelajaran ini dipahami sebagai proses belajar dari seluruh aspek kehidupan, kapan pun dan dari sumber apa pun. Penelitian ini bertujuan mendeskripsikan persepsi guru tentang Life Based Learning, pelaksanaannya, serta proses evaluasinya. Penelitian menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data berupa wawancara, observasi, dan dokumentasi. Analisis data meliputi pengumpulan, penyajian, reduksi, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru memandang Life Based Learning sebagai model yang mendorong peserta didik memperoleh pengetahuan dan kecakapan untuk memahami hakikat hidup, memecahkan masalah, dan menjalani kehidupan secara harmonis. Pelaksanaan Life Based Learning di MIN 2 Kediri diintegrasikan ke dalam KBM pada kurikulum 2013 maupun Kurikulum Merdeka, termasuk pembiasaan sebelum, saat, dan setelah KBM, serta aktivitas di rumah dan lingkungan melalui enam dimensi. Evaluasinya menggunakan penilaian proses dan hasil. Temuan ini menegaskan bahwa Life Based Learning relevan diterapkan untuk meningkatkan kualitas pembelajaran secara berkelanjutan dan menyeluruh sekolah. Kata Kunci: Model Life Based Learning, Lembaga Pendidikan Dasar Islam, Pendidikan Islam Transformatif.
AKTUALISASI PENDAMPINGAN (COACHING) BERBASIS MODEL GROW DALAM MENINGKATKAN KREATIVITAS GURU RUMPUN PAI DI MADRASAH IBTIDAIYAH Ngalimatul Mukarromah; Ahmad Ali Riyadi; Diana Nur Sholihah
Ilmuna: Jurnal Studi Pendidikan Agama Islam Vol. 7 No. 2 (2025): SEPTEMBER
Publisher : Program Studi Pendidikan Agama Islam STIT al Urwatul Wutsqo Bulurejo Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/ilmuna.v7i2.2505

Abstract

This article examines the actualisation of the GROW model-based coaching process in enhancing the creativity of Islamic Education teachers at Madrasah Ibtidaiyah in Wlingi Subdistrict and the supporting and inhibiting factors. This study uses a qualitative descriptive approach with a case study type. Data were collected through participatory observation, in-depth interviews, and documentation studies. Data analysis was conducted interactively through data reduction, data presentation, and conclusion drawing, with data validity checks using triangulation techniques (techniques and sources) and persistent observation to ensure the credibility and transferability of the findings. The results of the study indicate that the actualisation of coaching based on the GROW model (Goal, Reality, Options, Will) has been effective in enhancing the creativity of PAI teachers. The Goal stage is realised through the setting of specific and contextual objectives, Reality through the analysis of education reports and reflection on actual conditions, Options through the exploration of various innovative solutions and good practices, and Will through commitment to action, supervision, and evaluation. The main supporting factors include the commitment of supervisors and school principals, the availability of time and consistent schedules, and positive and communicative relationships.
Metacognitive Awareness and Self-Efficacy: A Closer Look at the Profiles of Arabic Learners at an Islamic University in Indonesia Diana Nur Sholihah
AL-TA'RIB : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya Vol 12 No 2 (2024)
Publisher : Universitas Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/altarib.v12i2.8311

Abstract

While numerous studies have established the roles of metacognitive awareness and self-efficacy in foreign and second language teaching and learning, research specifically focusing on Arabic language acquisition in this context remains limited. This study aims to examine the metacognitive awareness and self-efficacy of Arabic language learners at Universitas Islam Tribakti Lirboyo Kediri. The participants in this study consisted of 72 Arabic learners. To collect data, two types of instruments were used: the Junior Metacognitive Inventory and the Self-Efficacy Questionnaire for Language Learning Strategies. The collected data were analyzed statistically by calculating the percentages of students based on their levels of metacognitive awareness and self-efficacy. The Kolmogorov-Smirnov test was employed to assess the normality of the data, while the Levene test was used to check for homogeneity. A t-test was conducted to analyze the significance of the differences in metacognitive awareness and self-efficacy between male and female learners. The results indicated that the metacognitive awareness of the Arabic learners varied across different levels, both in terms of cognitive knowledge (very good, good, fair, poor) and in the regulation of cognition (very good, good, fair). There was a significant difference between male and female learners in the regulation of cognition, while no significant difference was found regarding knowledge of cognition. Additionally, the Arabic learners exhibited varying levels of self-efficacy, including competence, confidence, and comfort; however, the difference between male and female learners in this area was not significant.
Implementasi Pembelajaran Fikih Berbasis Kurikulum Merdeka di Man 2 Kota Kediri Muhammad Ubaidillah Muslih; Ahmad Ali Riyadi; Diana Nur Sholihah
AL-MIKRAJ Jurnal Studi Islam dan Humaniora (E-ISSN 2745-4584) Vol. 5 No. 01 (2024): AL-Mikraj Jurnal Studi Islam dan Humaniora
Publisher : Pascasarjana Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/almikraj.v5i01.6507

Abstract

This study aims to explore the implementation of Fiqh learning based on the Merdeka Curriculum at MAN 2 Kota Kediri, focusing on the planning, implementation, and evaluation aspects within the Islamic education subject. Using a qualitative method with a case study approach, this research involves in-depth interviews, participatory observations, and document analysis, including syllabi, lesson plans, and teaching materials. The findings reveal that the Merdeka Curriculum provides significant flexibility for teachers to design lessons that align with students' needs and characteristics. Teachers adopt various methods, such as Inquiry-Based Learning, Discovery Learning, and Problem-Based Learning, and utilize media and technology to enhance learning effectiveness. The integration of classical Islamic texts further strengthens students' understanding of Fiqh. The implementation process is characterized by interactive and contextual approaches, while evaluations are conducted both formatively and summatively to monitor student progress. However, key challenges include the development of teaching media and modules that meet curriculum standards. Regular supervision by the school principal serves as an effort to support innovation and improve teaching quality. This research concludes that the Merdeka Curriculum positively contributes to Fiqh learning in madrasahs and offers practical recommendations for improving the quality of Islamic education, particularly within the context of a modern curriculum framework.
Co-Authors Agustin, Eni Ahmad Ali Riyadi Ahmad Ali Riyadi Ahmad Jauhar Fuad Aisa, Aufia Al-Husnin, Mohammad Iqbal Maulana Alfiyah, Siti Salwa Auliya, Lulu Marfuatin Damasanti, Alvina Farah Diba Fathur Rahman Firdausiyah, Hurrotul Fuad Fansuri Hakim, Muhammad Fathurahman Kartika Nuswantara Kartika Ratnasari Khasanah, Fitrohtul Marita Lailia Rahman Masruroh, A’ida Muawanah Muawanah Muhammad Ubaidillah Muslih Mursalim Muslih, Muhammad Ubaidillah Muslihah, Ana Milhatul Nabiilah, Salmaa Ngalimatul Mukarromah Nur Ila Ifawati Rina Dian Rahmawati Siti Ramlah Suhaib Jawahir Tjahja Dini, Sri Susanti Zuliati Rohmah, Zuliati