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Rizka Harfiani

Universitas Muhammadiyah Sumatera Utara

Author-ID : 2612033

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PENGUATAN MODEL KOMUNIKASI INTERAKSIONAL GURU SEBAGAI UPAYA MENINGKATKAN KELEKATAN PELAJAR DENGAN GURU DI TADIKA AL-FIKH ORCHARD Mavianti, Mavianti; JF, Nurul Zahriani; Harfiani, Rizka
JMM (Jurnal Masyarakat Mandiri) Vol 8, No 1 (2024): Februari
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jmm.v8i1.20709

Abstrak: Penguasaan terhadap model komunikasi interaksional akan memberikan dampak dalam proses interaksi yang dilakukan. Begitu juga dalam proses pembelajaran khususnya dengan anak usia dini. Kegiatan ini bertujuan untuk meningkatkan softskill guru terkait model komunikasi interaksional sebagai upaya meningkatkan kelekatan pelajar dengan guru di Tadika Al-Fikh Orchard. Sehingga akan memberikan dampak baik bagi efektifnya proses pembelajaran di sekolah. Metode pelaksanaan kegiatan ini dilakukan beberapa tahap yaitu tahap persiapan program, tahap pelaksanaan dan tahap evaluasi. Peserta yang mengikuti kegiatan sebanyak 50 orang baik secara luring dan daring. Setelah pemaparan materi dilakukan diskusi dan tanya jawab serta pengisian kuisioner oleh peserta untuk mengetahui kebermanfaatan kegiatan yang dilakukan. Hasil kegiatan ini menunjukkan bahwa 90% peserta mendapatkan banyak manfaat dari kegiatan yang dilakukan sedangkan 10% masuk kategori kurang sebagai dampak ketidakstabilan jaringan internet.Abstract: Mastery of the interactional communication model will have an impact on the interaction process carried out. Likewise in the learning process, especially with young children. This activity aims to improve teachers' soft skills related to interactional communication models as an effort to increase student attachment to teachers at Tadika Al-Fikh Orchard. So it will have a good impact on the effectiveness of the learning process at school. The method of implementing this activity is carried out in several stages, namely the program preparation stage, implementation stage and evaluation stage. There were 50 participants who took part in the activity both offline and online. After the presentation of the material, there waas a discussion and question and answer session as well as filling out a questionnaire by the participants to determine the usefulness of the activities carried out. The results of this activity show that 90% of participants got a lot of benefits from the activities carried out while 10% were in the less category as a result of internet network instability.

PEMBENTUKAN KARAKTER ISLAMI MELALUI PEMBIASAAN DZIKIR SORE DAN KETELADANAN GURU DI SATIT PHATNAWITYA DEMONSTRATION SCHOOL, YALA Fiqih Ahmad Alfisyahri; Rizka Harfiani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01, Maret 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.41059

This study aims to analyze in depth the role of the habit of afternoon dhikr (recitation of God) and teacher role models in developing students' Islamic character at Satit Phatnawitya Demonstration School, Yala, Southern Thailand. This research is motivated by the importance of strengthening Islamic character education amidst the challenges of globalization, particularly in the context of Islamic schools located in Muslim-minority areas. This study uses a descriptive method combined with a qualitative approach. Data collection included analysis of school religious program documentation, interviews with Islamic Education teachers, dhikr activity instructors, and students, and direct observation of the afternoon dhikr program. Using triangulation of sources and methods to ensure data accuracy, data analysis was conducted thematically through data reduction, data presentation, and conclusion formulation. The results of this study indicate that the development of students' Islamic character is significantly facilitated by the regular, systematic, and consistent practice of afternoon dhikr, which is encouraged by teacher role models. These values include religiousness, self-control, emotional calm, sincerity, patience, and responsibility. Besides being a religious practice, dhikr is a spiritual teaching tool that helps improve students' psychological stability, emotional regulation, and self-awareness.

Differentiated Learning Process in the Independent Curriculum for the Subject of Islamic Religious Education Nurmalia Nurmalia; Rizka Harfiani; Hasrian Rudi Setiawan
Dinasti International Journal of Education Management And Social Science Vol. 5 No. 5 (2024): Dinasti International Journal of Education Management and Social Science (June
Publisher : Dinasti Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/dijemss.v5i5.2676

This research aims to understand the process of designing instructional materials, implementing differentiated teaching strategies, and assessment in Islamic Religious Education. The study falls under the category of qualitative field research, focusing on investigating and describing the conditions or phenomena that occur in the field without manipulating variables. In this context, a descriptive approach is used to illustrate the processes of differentiated learning in the subject of Islamic Religious Education. The research was conducted during the second semester of the 2023-2024 academic year in February 2024. Data collection techniques included interviews, observations, and documentation. Data analysis involved data collection, reduction, display, and drawing/verifying conclusions. The findings indicate that differentiated learning in the independent curriculum for Islamic Religious Education at SD Negeri 106190 Kota Pari Pantai Cermin has been implemented successfully in accordance with the steps of differentiated learning. Firstly, teachers conducted Cognitive and Non-Cognitive Diagnostic Assessments to determine the readiness for learning as well as the interests, talents, and learning styles of each student. Secondly, teachers designed teaching modules tailored to the initial assessment results. Thirdly, teachers implemented differentiated teaching strategies through content, process, and product differentiation. Fourthly, teachers evaluated and reflected on the learning process. Through this differentiated learning approach, students become more active, creative, and innovative, finding learning more enjoyable. This helps to increase students' interest in learning, particularly in Islamic Religious Education, and assists them in becoming independent learners who appreciate diversity.

The Role of the School Community in Encouraging Student Multiculturalism Through Islamic Religious Education at State Elementary School No. 101953 Pantai Cermin Henny Sartika; Rizka Harfiani; Widy Masitah
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 14 No. 1 (2025): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v14i1.2654

This research aims to determine the role of the school community in fostering students' multicultural awareness through Islamic Religious Education (PAI) learning at SD Negeri No. 101953 Pantai Cermin, Serdang Bedagai Regency. The research approach used in this study is qualitative research with a case study method. Data were collected through observation, interviews, and documentation involving the school principal, teachers, students, and parents. The data were then analyzed using the steps of data collection, data condensation, data presentation, and conclusion drawing. The qualitative data analysis technique was applied with the aid of NVivo software. The results of this study show that the school community plays an active role in creating an inclusive and harmonious learning environment. This is reflected in the integration of multicultural values into both intracurricular and extracurricular activities, as well as the habituation of tolerance and appreciation for differences. This is achieved through their educative role, exemplary role, collaborative role, and facilitator role. The Islamic Religious Education teacher is the primary agent for internalizing

THE EFFECT OF PROJECT-BASED LEARNING IN INCREASING STUDENT CREATIVITY AND INDEPENDENCE IN ISLAMIC RELIGIOUS EDUCATION LEARNING AT DAIRI STATE VOCATIONAL SCHOOL Romauli Nainggolan; Rizka Harfiani; Juli Maini Sitepu
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 6 No. 1 (2026): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.18492061

This study aims to determine the influence of Project-Based Learning (PjBL) based learning in Islamic Religious Education (PAI) on the creativity and independence of MTs Negeri Dairi students. The type of research used was quasi-experimental with a pretest–posttest control group design involving 54 grade VIII students who were divided evenly into experimental and control classes. The experimental class uses the PjBL learning model, while the control class uses the conventional method. Creativity and independence were measured by a reliable questionnaire (α = 0.719; α = 0.717). The hypothesis test in this study is the MANOVA analysis, and the t-test. The results showed that PjBL-based learning had a significant effect (F = 126.22, p < 0.05, η² = 0.832). Individually, creativity (η² = 0.485) and independence (η² = 0.781) increased strongly. This study concludes that the use of the PjBL learning model has a significant influence on students' creativity and self-esteem in Islamic religious education learning.

Pembelajaran Bahasa Arab Daring di Komunitas Diaspora Indonesia Madinah: Studi Kualitatif Peran Mahasiswa KKNI UMSU Sinaga, Indah Permata; Harfiani, Rizka
Konstruktivisme : Jurnal Pendidikan dan Pembelajaran Vol 18 No 1 (2026): Januari 2026
Publisher : Universitas Islam Balitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35457/dxhghp65

Penelitian ini bertujuan mengkaji peran mahasiswa Kuliah Kerja Nyata Internasional (KKNI) Universitas Muhammadiyah Sumatera Utara dalam pembelajaran Bahasa Arab secara daring bagi komunitas diaspora Indonesia di POKJAR Madinah Al-Munawwarah. Penelitian menggunakan pendekatan kualitatif deskriptif yang dilaksanakan selama 23 hari. Informan terdiri atas mahasiswa KKNI, guru, siswa jenjang SD hingga SMA, serta orang tua siswa. Data dikumpulkan melalui observasi pembelajaran daring, wawancara semi-terstruktur, diskusi kelompok fokus, dan dokumentasi. Hasil penelitian menunjukkan bahwa mahasiswa KKNI berperan sebagai pengajar, motivator, dan agen penanaman nilai-nilai Islam melalui penerapan Kurikulum Merdeka berbasis Contextual Teaching and Learning yang diadaptasi ke platform digital. Program ini meningkatkan penguasaan kosakata dan struktur dasar Bahasa Arab, kemampuan percakapan sederhana, serta motivasi belajar siswa. Keberhasilan program didukung oleh motivasi spiritual, pelatihan institusional, dan fleksibilitas kurikulum, sementara kendala utama meliputi regulasi setempat, keterbatasan tenaga pengajar, kendala teknis daring, dan durasi program yang singkat.

The Habituation of Islamic Values Through Children’s Daily Activities at Tadika Al Fikh Orchard Johan Setia Cahyadi, Muhammad Rosyad; Harfiani, Rizka
Al-Ulum: Jurnal Pendidikan Islam Vol 7, No 1 (2026)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/al-ulum.v7i1.13044

The limited implementation of structured Islamic value habituation in early childhood education hinders the optimal development of children’s religious character. This study examines the implementation of Islamic value habituation at Tadika Al Fikh Orchard Johan Setia using a qualitative descriptive approach. Data were collected through observation, interviews, and documentation, and analyzed using an interactive analysis model with triangulation for validity. The findings show that Islamic values are habituated through routine activities such as greetings, prayers, hygiene, and polite behavior, supported by teachers’ role modeling. Challenges include differences in home practices, children’s limited focus, and uneven parental support. Overall, Islamic value habituation contributes positively to the development of children’s religious attitudes, discipline, morals, and social awareness.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/al-ulum.v7i1.13044

Comparative Study of Islamic Learning Practices in Early Childhood Institutions in Indonesia and Malaysia Alfat Fahmi; Rizka Harfiani
Pekerti: Journal Pendidikan Islam dan Budi Pekerti Vol. 8 No. 1 (2026): FEBRUARY
Publisher : Prodi Pendidikan Agama Islam, IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/pekerti.v8i1.7615

Islamic Religious Education (IRE) at the early childhood level plays a crucial role in shaping children’s religious character from an early age. Although both Indonesia and Malaysia strongly emphasize Islamic education in preschool institutions, differences in curriculum policies and socio-cultural contexts are likely to produce distinct learning cultures. However, comparative studies specifically examining IRE learning culture at the early childhood level in both countries remain limited. Therefore, this study aims to comparatively analyze the learning culture of Islamic Religious Education at TK Aisyiyah Muhammadiyah in Indonesia and Tadika Alfikh Orchard in Malaysia. This research employed a descriptive qualitative comparative approach using observation, interviews, and document analysis, with data analyzed through the Miles, Huberman, and Saldana model. The findings indicate that Tadika Alfikh Orchard implements a modern and structured learning culture characterized by discipline, adab-oriented practices, and the integration of digital technology. In contrast, TK Aisyiyah Muhammadiyah demonstrates a more humanistic and flexible learning culture through religious habituation, teacher role modeling, and play-based learning. The study concludes that the differences in learning culture are shaped by national education policies and socio-cultural values. Malaysia emphasizes structure and standardization, while Indonesia prioritizes character formation through emotional closeness and religious habituation.

Implementasi Kegiatan Melipat dan Menempel Origami dalam Mengembangkan Motorik Halus Anak di TK Aisyiyah Bustanul Athfal Sabila Naibaho, Nadia; Harfiani, Rizka
Reslaj: Religion Education Social Laa Roiba Journal Vol. 8 No. 4 (2026): RESLAJ: Religion Education Social Laa Roiba Journal
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/reslaj.v8i4.11733

This study aims to describe the implementation of folding and pasting origami activities in developing children's fine motor skills at TK Aisyiyah Bustanul Athfal. The research focuses on explaining teachers' pedagogical efforts, identifying supporting and inhibiting factors, and describing the developmental outcomes observed during the implementation process. This study employed a descriptive qualitative approach using participatory observation, semi-structured interviews, and documentation as data collection techniques. Data were analyzed through data condensation, data display, and conclusion drawing, supported by source and technique triangulation. The findings indicate that the implementation was carried out through structured pedagogical stages, including initial motor stimulation, step-by-step demonstrations, and individual assistance. Key supporting factors included the children's high enthusiasm for colorful media and teacher readiness, while inhibiting factors involved variations in initial motor readiness. The study highlights that the development of fine motor skills is closely related to the quality of pedagogical implementation and the consistency of stimulation provided through origami media.

Co-Authors Abdurrohman Chapakiya Abu Yazid Raisal Affan Alhammam, Ahmad Afifah Hanum Lubis Afriany, Siska Agustina, Henri Aisyah, Siti Akrim Akrim, Akrim Alfat Fahmi Alfisyah, Nandalifia Amar Jufri Amini Amini Amini Anaya, Alvi Anggita Deswina Putri Anggun Syahriani Putri Anisa Putri Antika, Nuri Arfandi Setiawan AS, Weli Tridayatna Aufa Ahyana Nursya Avivah Aldiansyah Barutu Ayu Puspita Baeha, Puspita Sari Br Kembaren, Ulinsa Sepdarisa Budi Dermawan, Budi Cahyadi, Muhammad Rosyad Chapakiya, Suraiya Darliana Sormin Daulay, Umiati Daulay, Umiatia Ellisa Fitri Tanjung Evi andriani, Evi Fadilah Ramadhani Br. Ginting Fanreza, Robie Fiqih Ahmad Alfisyahri Fitri Tanjung, Ellisa Gadis Aura Az Zahra Hsb Harahap, Purnama Sari Harahap, Rahmadani HASAN, IBRAHIM Hasanah, Robbyyatun Hasanuddin Hasanuddin Hasibuan, Ahsanul Hakim Hasrian Rudi Setiawan Henny Sartika Husna, Fatimatul Ilyas Nasyirudin Iqbal M, Muhammad Irma, Eli Irsyad Mubarak Jufri, Amar Juli Maini Sitepu July Maini Sitepu Kaila Wanda Kartika Vania, Dwi Khair, Muhammad Ikhsanul Khair Lasmidah, Lasmidah Lestari, Sindi M.Pd, Akrim Manik, Loli Asmitasari Mavianti Mavianti, Mavianti Mei Sandi Pasaribu Misnahwati, Misnahwati Morisca, Aulia Mubarok, Irsyad Muhammad Darwis Muhammad Panjaitan, Pratama Muhammad Qorib Muhammad Rido Muhammad Yusuf Munawir Pasaribu Munir Aritonang, Abdul Rahman Munthe, Sevtirini Nadira Amalia Najwa Virana Nasution, Adelia Fitri Nur Hayati Nur Sakinah Nurhaibah Purba Nurjannah, Indah Nurmalia Nurmalia Nurmalia, Nurmalia Nurul Izzah Nurul Nadya, Nabila Nurul Zahriani Jf Nurzannah Nurzannah Pasaribu, Munawir Pitria, Wilda Ayu Pratiwi, Mila Purba, Edi Ikhwansyah Purnama, Imani Rasta Kurniawati Br. Pinem Rezi Munthe, Debi Riza, F. Rkt, Irsyad Mubarok Romauli Nainggolan Sabila Naibaho, Nadia Septiani, Adilah Rizki Silalahi, Fitriana Sinaga, Indah Permata Siti Nursinah Sufri Situmorang, Jamaluddin Sultan Al Fasya Syalaisha Anaqah Fatihah Tsabitah, Sultan Veronica, Anggie Widy Masitah Widya Masitah Yoga Yuniadi Yuhani Yusnita Ramanda Yuspan Jailani Lubis Zailani Zailani

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