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All Journal Al Iman: Jurnal Keislaman dan Kemasyarakatan Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika JIMAD : Jurnal Ilmiah Mutiara Pendidikan Cigarskruie Al Iman: Jurnal Keislaman dan Kemasyarakatan
Jauharotul Makniyah
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Religion Education Health Professions Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Studi Komparasi Pendidikan Gender di Pesantren (Studi Kasus Pondok Pesantren Salaf Baitul Atiq Karduluk dan Pondok Pesantren Modern Nurul Huda Pakandangan) Jauharotul Makniyah; Laily Erliyanti
Al Iman: Jurnal Keislaman dan Kemasyarakatan Vol. 5 No. 2 (2021): Al-Iman Jurnal Keislaman dan Kemasyarakatan
Publisher : STID Raudlatul Iman Sumenep

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to describe the forms of gender education in salaf and modern Islamic boarding schools, as well as the differences and similarities between the two. In this study, researchers used a qualitative approach with a multi-site case study type, namely the Salaf Islamic Boarding School (BaitulAtiq) and the Modern Islamic Boarding School (Nurulhuda).Sources of data from this study are two sources of data, namely primary / direct sources and secondary data sources / indirect sources. Data collection techniques through in-depth interviews, direct observation, and documentation. The validity test of the result data was done by using triangulation techniques.The gender education system at the Salaf Islamic Boarding School (BaitulAtiq) Karduluk is applied in several activities of Istighosahhirzih / morning study, chanting Al-quran, entering class, Diniyah / sifir school, yellow book study and night study. The gender education system at the Modern Islamic Boarding School (Nurulhuda) Pakandangan is implemented in the following activities: Tahajjud prayer, qira'atulqur'an, daily mufradhat, tandhifulbie'ah, going to class, muhadharah, and night study. The differences between gender education in the Salaf Islamic boarding school (BaitulAtiq) Karduluk with the modern Islamic boarding school (Nurulhuda) Pakandangan are: teaching materials system, boarding school educators / administrators and the education system. The similarity between gender education at the Salaf Islamic boarding school (BaitulAtiq) Karduluk and the Pakandangan modern Islamic boarding school (Nurulhuda) is only found in the rules of teaching teachers at formal schools. Penelitian ini bertujuan untuk mendeskripsikan bentuk pendidikan gender di Pesantren salaf dan modern, serta perbedaan dan persamaan antara keduanya. Dalam penelitian ini, peneliti menggunakan pendekatan kualitatif dengan jenis studi kasus multi situs yaitu pertama di Pondok Pesantren Salaf (Baitul Atiq) dan Pondok Pesantren Modern (Nurulhuda).Sumber data dari penelitian ini dengan dua sumber data, yaitu primer/sumber langsung dan sumber data sekunder/sumber tidak langsung.Teknik pengumpulan data melalui wawancara mendalam, observasi langsung, dan dokumentasi.Uji keabsahan data hasil dilakukan dengan triangulasi teknik. Sistem pendidikan gender di Pondok Pesantren Salaf (Baitul Atiq) Karduluk teraplikasi dalam beberapa kegiatan Istighosah hirzih/kajian pagi, Ngaji Al-qur’an, Masuk kelas, Sekolah Diniyah/sifir, kajian kitab kuning dan belajar malam. Sistem pendidikan gender di pondok Pesantren Pesantren Modern (Nurulhuda) Pakandangan adalah telaksana pada beberapa kegiatan berikut : Shalat tahajjud, qira’atul qur’an, mufradhat harian, tandhiful bie’ah, masuk kelas, muhadharah, dan belajar malam.Perbedaan antara pendidikan gender di pondok pesantren salaf (Baitul Atiq) Karduluk dengan pondok pesantren modern (Nurulhuda) Pakandangan adalah :sistem bahan ajar, tenaga pendidik/pengurus pondok dan sistem pendidikan. Persamaan antara pendidikan gender di pondok pesantren salaf (Baitul Atiq) Karduluk dengan pondok pesantren modern (Nurulhuda) Pakandangan hanya terdapat pada aturan guru pengajar pada sekolah formal.
Strategi Pengelolaan Kelas Sebagai Upaya Mengatasi Kejenuhan Belajar SKI Ma Al-Amien 1 Pragaan Annisa Ummul Maghfiroh; Jauharotul Makniyah
Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika Vol. 2 No. 2 (2024): April : Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/arjuna.v2i2.711

Abstract

A teacher's role is to help students improve the quality of their education. So teachers must be able to improve student achievement with the various abilities they have. In the learning process the problem faced by a teacher is classroom management. Classroom management is a teacher's skill to create and maintain optimal learning conditions so that they can restore them if disruptions occur in the teaching and learning process. Therefore, teachers must be able to manage the learning process in the classroom well by implementing learning strategies, especially in the subject of Islamic cultural history. The problem raised in this research is the teacher's strategy for overcoming SKI learning boredom at MA Al-Amien I Pragaan, which is described in two research focuses, namely: 1. What are the classroom management strategies as an effort to overcome SKI learning boredom at MA Al-Amien I Pragaan 2. What are the supporting and inhibiting factors that influence classroom management strategies as an effort to overcome SKI learning boredom at MA Al-Amien I Pragaan. This research was designed using a descriptive qualitative approach. The data collection techniques used were observation, interviews and documentation. From this method, researchers then process and analyze to obtain data or information. The subjects of this research were taken from teachers and students. Data analysis uses data reduction, data presentation and conclusions. For data validity, researchers used source triangulation. The results of this research are: 1. Class management strategies as an effort to overcome SKI learning boredom, namely: a. Using various methods, namely: discussion method, lecture method, mind mapping method, clipping method. b. Changes in class formation 2. Supporting and inhibiting factors that influence class management strategies in SKI learning, namely: a. teacher competency, b. students' abilities, c. classroom facilities and atmosphere.
Pendidikan Entrepreneurship pada Lembaga Pendidikan Islam (Studi Kasus SMP Islam Terpadu Al-Imron) Auril Putri Nabila; Jauharotul Makniyah
JIMAD: Jurnal Ilmiah Mutiara Pendidikan Vol. 2 No. 2 (2024): JIMAD - MEI
Publisher : PT. Penerbit Tiga Mutiara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61404/jimad.v2i2.254

Abstract

Entrepreneurship Education at Islamic educational institutions (Case Study of Al-Imron Integrated Islamic Middle School). Judging from observations of Entrepreneurship education so far, there has been great attention to the existence of Entrepreneurship education in this school. Entrepreneurship education can be said to be the education of prospective entrepreneurs so that a person has self-confidence, courage, independence and skill so that they can minimize failure in a business. The aim of this research is how to implement Entrepreneurship education developed at Integrated Islamic Middle Schools and what problems are faced by Integrated Islamic Middle Schools; This research uses field research with a qualitative case study type approach; The research location was carried out at Al-Imron Integrated Islamic Middle School, Pekamban, Sumenep Regency; Informants for the implementation of this research were school principals, teachers and students; Data collection techniques are observation, interviews and documentation; The data analysis used is data reduction, data presentation and conclusions; The results of the research explain that there are two types of implementation of Entrepreneurship education developed at Integrated Islamic Middle Schools, namely the first formal type in the form of lesson plans and entrepreneurial practices by cultivating used goods and making food and drinks (herbal), the second non-formal type in the form of a bazaar. The problems faced by Integrated Islamic Middle Schools are limited study time and students lack of enthusiasm for Entrepreneurship education.
Studi Komparasi Pendidikan Gender di Pesantren (Studi Kasus Pondok Pesantren Salaf Baitul Atiq Karduluk dan Pondok Pesantren Modern Nurul Huda Pakandangan) Jauharotul Makniyah; Laily Erliyanti
Al Iman: Jurnal Keislaman dan Kemasyarakatan Vol. 5 No. 2 (2021): Al-Iman Jurnal Keislaman dan Kemasyarakatan
Publisher : STID Raudlatul Iman Sumenep

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to describe the forms of gender education in salaf and modern Islamic boarding schools, as well as the differences and similarities between the two. In this study, researchers used a qualitative approach with a multi-site case study type, namely the Salaf Islamic Boarding School (BaitulAtiq) and the Modern Islamic Boarding School (Nurulhuda).Sources of data from this study are two sources of data, namely primary / direct sources and secondary data sources / indirect sources. Data collection techniques through in-depth interviews, direct observation, and documentation. The validity test of the result data was done by using triangulation techniques.The gender education system at the Salaf Islamic Boarding School (BaitulAtiq) Karduluk is applied in several activities of Istighosahhirzih / morning study, chanting Al-quran, entering class, Diniyah / sifir school, yellow book study and night study. The gender education system at the Modern Islamic Boarding School (Nurulhuda) Pakandangan is implemented in the following activities: Tahajjud prayer, qira'atulqur'an, daily mufradhat, tandhifulbie'ah, going to class, muhadharah, and night study. The differences between gender education in the Salaf Islamic boarding school (BaitulAtiq) Karduluk with the modern Islamic boarding school (Nurulhuda) Pakandangan are: teaching materials system, boarding school educators / administrators and the education system. The similarity between gender education at the Salaf Islamic boarding school (BaitulAtiq) Karduluk and the Pakandangan modern Islamic boarding school (Nurulhuda) is only found in the rules of teaching teachers at formal schools. Penelitian ini bertujuan untuk mendeskripsikan bentuk pendidikan gender di Pesantren salaf dan modern, serta perbedaan dan persamaan antara keduanya. Dalam penelitian ini, peneliti menggunakan pendekatan kualitatif dengan jenis studi kasus multi situs yaitu pertama di Pondok Pesantren Salaf (Baitul Atiq) dan Pondok Pesantren Modern (Nurulhuda).Sumber data dari penelitian ini dengan dua sumber data, yaitu primer/sumber langsung dan sumber data sekunder/sumber tidak langsung.Teknik pengumpulan data melalui wawancara mendalam, observasi langsung, dan dokumentasi.Uji keabsahan data hasil dilakukan dengan triangulasi teknik. Sistem pendidikan gender di Pondok Pesantren Salaf (Baitul Atiq) Karduluk teraplikasi dalam beberapa kegiatan Istighosah hirzih/kajian pagi, Ngaji Al-qur’an, Masuk kelas, Sekolah Diniyah/sifir, kajian kitab kuning dan belajar malam. Sistem pendidikan gender di pondok Pesantren Pesantren Modern (Nurulhuda) Pakandangan adalah telaksana pada beberapa kegiatan berikut : Shalat tahajjud, qira’atul qur’an, mufradhat harian, tandhiful bie’ah, masuk kelas, muhadharah, dan belajar malam.Perbedaan antara pendidikan gender di pondok pesantren salaf (Baitul Atiq) Karduluk dengan pondok pesantren modern (Nurulhuda) Pakandangan adalah :sistem bahan ajar, tenaga pendidik/pengurus pondok dan sistem pendidikan. Persamaan antara pendidikan gender di pondok pesantren salaf (Baitul Atiq) Karduluk dengan pondok pesantren modern (Nurulhuda) Pakandangan hanya terdapat pada aturan guru pengajar pada sekolah formal.
The Implementation of Thematic Method in Aqidah Akhlak Learning Nila Nahdiyana; Jauharotul Makniyah; Luthfatul Qibtiyah
Cigarskruie: Journal of Educational and Islamic Research Vol. 2 No. 2 (2025): March
Publisher : Saniya Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/jr0rvh33

Abstract

This study explores the application of the thematic method in Aqidah Akhlak for Grade V students at Madrasah Ibtidaiyah and identifies the supporting and hindering factors that influence its effectiveness. Using a qualitative approach through interviews, observations, and documentation, the research reveals that thematic learning enables students to engage more actively in the learning process. The method provides opportunities for students to connect religious values with real-life experiences through discussions, critical thinking, and hands-on activities. The findings indicate that supporting factors include a conducive learning environment, adequate learning resources, and relevant curriculum design. On the other hand, obstacles such as limited teacher understanding of thematic planning and students’ perception of excessive assignments remain challenges. Despite these constraints, the thematic approach proves effective in enhancing students’ learning motivation and character development. This study suggests that ongoing teacher training and collaborative learning strategies are essential to improve the implementation of thematic learning in Islamic education settings.  The findings imply that effective thematic learning in Aqidah Akhlak requires well-prepared teachers and supportive learning environments.
The Implementation of Thematic Method in Aqidah Akhlak Learning Nila Nahdiyana; Jauharotul Makniyah; Luthfatul Qibtiyah
Cigarskruie: Journal of Educational and Islamic Research Vol. 2 No. 2 (2025): March
Publisher : Saniya Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study explores the application of the thematic method in Aqidah Akhlak for Grade V students at Madrasah Ibtidaiyah and identifies the supporting and hindering factors that influence its effectiveness. Using a qualitative approach through interviews, observations, and documentation, the research reveals that thematic learning enables students to engage more actively in the learning process. The method provides opportunities for students to connect religious values with real-life experiences through discussions, critical thinking, and hands-on activities. The findings indicate that supporting factors include a conducive learning environment, adequate learning resources, and relevant curriculum design. On the other hand, obstacles such as limited teacher understanding of thematic planning and students’ perception of excessive assignments remain challenges. Despite these constraints, the thematic approach proves effective in enhancing students’ learning motivation and character development. This study suggests that ongoing teacher training and collaborative learning strategies are essential to improve the implementation of thematic learning in Islamic education settings.  The findings imply that effective thematic learning in Aqidah Akhlak requires well-prepared teachers and supportive learning environments.
Co-Authors Annisa Ummul Maghfiroh Auril Putri Nabila Laily Erliyanti Luthfatul Qibtiyah Nila Nahdiyana