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Reward and Punishment as Learning Motivation at Mts.S Al-Wasliyah Deli Serdang Regency Anri Naldi; Lahmuddin Lubis; Nurmawati Nurmawati
SYAMIL: Journal of Islamic Education Vol. 12 No. 2 (2024): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v12i2.9916

This study aims to analyze the implementation of reward and punishment as a learning motivation system. This research is a qualitativeresearch with a phenomenological approach. The sampling technique used is purposive sampling. The data collection technique was carried out using observation, interviews and document studies. Data analysis uses data reduction, data categorization, synthesis, and ends by compiling a working hypothesis. The results of the reward and punishment research as learning motivation carried out are twofold: First, a policy system is carried out, which is in accordance with the policies and regulations in the Madrasah. Second, a teacher policy system is carried out in the learning process. The policy system regulates discipline carried out by madrasas in general, applies to all madrasah residents, both educators, educators, and students. Meanwhile, the teacher policy system is carried out based on the situation of students in the classroom, both for classroom teachers and teachers in the field of study in achieving students' cognitive, affective and psychomotor abilities. The conclusion of this study is the implementation of reward and punishment as a learning motivation system, namely a policy system based on madrasah regulations and a teacher policy system of teacher authority in increasing students' learning motivation both in terms of cognitive, affective and psychomotor.

ISLAMIC EDUCATION AND RELIGIOUS MODERATION Ahmad Fauzi Ilyas; Irvan Mangunsong; Eka Pristiawan; Lahmuddin Lubis
Jurnal Konseling Pendidikan Islam Vol. 7 No. 1 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i1.1459

This study explores the views of Islamic Religious Education on religious moderation and describes the understanding of religious moderation by three Islamic Religious Education teachers at an Islamic school in Indonesia in August 2025. Religious moderation is seen as an important approach to dealing with multicultural social dynamics. The method used is qualitative with snowball sampling technique for informant selection. Data were collected through in-depth interviews and observations of classes and relevant school activities. The findings show that teachers interpret religious moderation as a principle of balance between commitment to faith and tolerance, as well as social behavior that respects diversity. The implementation of religious moderation in learning practices shows a variety of strategies, such as contextual discussions, case studies of tolerance, and the integration of moderate values into teaching materials. This article proposes recommendations to strengthen the Islamic Religious Education curriculum that favors the formation of moderate attitudes, as well as the development of professional training for teachers. The implications of this research are relevant for Islamic education policymakers and curriculum practitioners.

Reward and Punishment as Learning Motivation at Mts.S Al-Wasliyah Deli Serdang Regency Anri Naldi; Lahmuddin Lubis; Nurmawati Nurmawati
SYAMIL: Journal of Islamic Education Vol. 12 No. 2 (2024): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v12i2.9916

This study aims to analyze the implementation of reward and punishment as a learning motivation system. This research is a qualitativeresearch with a phenomenological approach. The sampling technique used is purposive sampling. The data collection technique was carried out using observation, interviews and document studies. Data analysis uses data reduction, data categorization, synthesis, and ends by compiling a working hypothesis. The results of the reward and punishment research as learning motivation carried out are twofold: First, a policy system is carried out, which is in accordance with the policies and regulations in the Madrasah. Second, a teacher policy system is carried out in the learning process. The policy system regulates discipline carried out by madrasas in general, applies to all madrasah residents, both educators, educators, and students. Meanwhile, the teacher policy system is carried out based on the situation of students in the classroom, both for classroom teachers and teachers in the field of study in achieving students' cognitive, affective and psychomotor abilities. The conclusion of this study is the implementation of reward and punishment as a learning motivation system, namely a policy system based on madrasah regulations and a teacher policy system of teacher authority in increasing students' learning motivation both in terms of cognitive, affective and psychomotor.

Internalisasi Nilai Moderasi Beragama dalam Pendidikan Islam: Studi Kepustakaan pada Madrasah, Pesantren, dan PTKIN Mhd. Rizkiy Bahar Siregar; Lahmuddin Lubis
Islamic Education Vol. 5 No. 2 (2025)
Publisher : Medan Resource Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57251/ie.v5i2.1957

This article examines Islamic education and religious moderation as a strategic paradigm for shaping students who are faithful, tolerant, and capable of living harmoniously in plural societies. In recent years, rising religious polarization and exclusivist interpretations have intensified academic debates on the role of education in preventing radical tendencies and strengthening social cohesion. Within this context, Islamic education is expected not only to transmit religious knowledge but also to cultivate ethical awareness, justice, and balance (wasathiyah) as foundational values. The study aims to (1) analyze the conceptual foundations of religious moderation within Islamic educational thought and (2) examine its implementation in Islamic educational institutions, including madrasahs, pesantren, and Islamic higher education institutions. This article employs a qualitative literature review approach by critically analyzing relevant books and peer-reviewed scholarly works. The findings indicate that religious moderation constitutes an intrinsic normative-epistemological principle of Islamic education, rooted in the Qur’anic concept of wasathiyah, and functions as a framework for integrating faith, rationality, and social responsibility. Its effective implementation requires systemic integration into curriculum design, pedagogical strategies, institutional culture, and educational policy. The study argues that consistent institutionalization of religious moderation strengthens inclusive religious attitudes, civic commitment, and ethical conduct among students. Theoretically, this study reinforces the position of wasathiyah as a foundational paradigm in contemporary Islamic educational discourse. Practically, it provides a conceptual basis for policymakers and educators to mainstream moderation values in institutional governance and instructional practice.

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