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All Journal JALIE: Journal of Applied Linguistics and Islamic Education Al Ishlah Jurnal Pendidikan EL-BANAT: Jurnal Pemikiran dan Pendidikan Islam al-Afkar, Journal For Islamic Studies Edukasi Islami: Jurnal Pendidikan Islam Didaktik : Jurnal Ilmiah PGSD STKIP Subang Kreatif: Jurnal Pemikiran Pendidikan Agama Islam Pelangi: Jurnal Pemikiran dan Penelitian Pendidikan Islam Anak Usia Dini TAJDID: Jurnal Pemikiran Keislaman dan Kemanusiaan AL-AF'IDAH: Jurnal Pendidikan Bahasa Arab dan Pengajarannya Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Jurnal Inovasi Penelitian dan Pengabdian Masyarakat J-ESA (Jurnal Ekonomi Syariah) Taroa : Jurnal Pengabdian Masyarakat Action Research Journal Indonesia (ARJI) Journal of Islamic Education Students RESLAJ: Religion Education Social Laa Roiba Journal Al-Insyiroh: Jurnal Studi Keislaman FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam Pelangi: Jurnal Pemikiran dan Penelitian Pendidikan Islam Anak Usia Dini Taraadin : Jurnal Ekonomi dan Bisnis Islam Referensi Islamika: Jurnal Studi Islam
Nasaruddin Nasaruddin
Universitas Muhammadiyah Bima
Religion Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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MENGEMBANGKAN KEMAMPUAN MOTORIK HALUS ANAK MELALUI KEGIATAN 3 M DI TK NEGERI 09 RABADOMPU BARAT KOTA BIMA Heryati Heryati; Nasaruddin Nasaruddin; Masita Masita
Pelangi Jurnal Pemikiran dan Penelitian Islam Anak Usia Dini Vol. 6 No. 1 (2024): Maret
Publisher : Program Studi Pendidikan Islam Anak Usia Dini - IAI Muhammadiyah Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52266/pelangi.v6i1.2714

Abstract

Penelitian ini bertujuan untuk mengeksplorasi dan mengevaluasi efektivitas penggunaan pendekatan 3 M (Melukis, Membentuk, dan Merangkai) dalam pengembangan kemampuan motorik halus Anak Usia Dini di TK Negeri 09 Rabadompu Barat, Kota Bima. Metode penelitian yang digunakan adalah eksperimental dengan desain pre-test dan post-test control group. Sampel penelitian terdiri dari dua kelompok, yaitu kelompok eksperimen (N = 30) dan kelompok kontrol (N = 30). Pengumpulan data dilakukan melalui tes observasi terstruktur sebelum dan setelah intervensi. Analisis data dilakukan dengan menggunakan uji t independent untuk membandingkan skor rata-rata pre-test dan post-test antara kelompok eksperimen dan kelompok kontrol. Hasil penelitian menunjukkan peningkatan yang signifikan dalam kemampuan motorik halus anak di kelompok eksperimen setelah intervensi 3 M, dibandingkan dengan kelompok kontrol. Temuan ini mendukung efektivitas pendekatan 3 M sebagai strategi untuk meningkatkan kemampuan motorik halus anak usia dini. Implikasi praktis dari penelitian ini menyarankan penerapan pendekatan 3 M dalam kurikulum TK untuk memperkuat pengembangan keterampilan motorik halus anak secara holistik.
Penggunaan Media Interactive Flat Panel (IFP) oleh Guru PAI dalam Meningkatkan Motivasi Belajar Siswa pada Mata Pelajaran PAI di SMP IT Al Wafa Godo Kabupaten Bima Iwansyah Iwansyah; Nasaruddin Nasaruddin; Kaharuddin Kaharuddin
Reslaj: Religion Education Social Laa Roiba Journal Vol. 8 No. 7 (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.v8i7.12172

Abstract

This study aims to describe the use of Interactive Flat Panel (IFP) media by Islamic Religious Education (PAI) teachers in an effort to increase students’ learning motivation at SMP IT Al Wafa Godo, Bima Regency. In addition, this study seeks to examine students’ responses to the use of IFP and to identify the factors that support and hinder its implementation. This research employed a descriptive method with a qualitative approach, while data were collected through observation, interviews, and documentation. The results of the study show that the use of IFP in PAI learning was carried out through three stages: planning, implementation, and evaluation. In the planning stage, the teachers prepared lesson plans that integrated the use of IFP. In the implementation stage, the teachers applied an expository strategy supported by instructional videos and interactive quizzes. Meanwhile, in the evaluation stage, the teachers utilized Kahoot and Wordwall as interactive assessment platforms. Students’ responses to the use of IFP were highly positive, as indicated by increased enthusiasm, greater ease in understanding the material, and the expectation that IFP would also be used in other subjects. The supporting factors for IFP implementation included school policy support, teachers’ digital competence, and the availability of learning infrastructure. Meanwhile, the inhibiting factors included teachers’ limited preparation time in developing digital materials, differences in digital competence among teachers, and the limited number of available IFP devices. Thus, this study concludes that IFP is effective in increasing students’ learning motivation in PAI subjects. However, optimizing its use still requires additional devices, continuous teacher training, and better management of learning time.
Analisis Metode Pembelajaran Pendidikan Agama Islam Berbasis Experiental Learning dalam Meningkatkan Praktik Ibadah Siswa di SMKN 1 Kota Bima Jasman Jasman; Nasaruddin Nasaruddin; Sri Jamilah
Reslaj: Religion Education Social Laa Roiba Journal Vol. 8 No. 7 (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.v8i7.12326

Abstract

This study examines the implementation of an experiential learning-based Islamic Religious Education learning strategy to improve students’ worship practices at SMKN 1 Kota Bima. The study employed a qualitative descriptive approach, with data collected through interviews, observation, and documentation. The findings show that experiential learning was implemented through David Kolb’s four learning stages: concrete experience through direct worship practice, reflective observation through reflection journals and discussions, abstract conceptualization through the reinforcement of theoretical understanding, and active experimentation through the application of worship practices in new situations. This strategy was also linked to students’ vocational competencies to make Islamic Religious Education learning more contextual and meaningful. The implementation of this strategy was supported by teachers’ competence, school policies, the availability of facilities, and students’ motivation to participate in learning. However, its implementation still faced several obstacles, such as limited instructional time, differences in students’ religious practice backgrounds, and limited supporting facilities. In general, the implementation of experiential learning had a positive impact on improving the quality of worship practices, consistency in worship, and students’ spiritual awareness. Experiential learning has proven effective in connecting theory with real practice, enabling students not only to understand Islamic teachings conceptually but also to internalize them in their daily lives.
Islamic Education as a Social Tool for Breaking the Cycle of Poverty Adam Adam; Azhar Azhar; Muhammad Andi; Ahmad Audar; Ruslan Ruslan; Nasaruddin Nasaruddin
al-Afkar, Journal For Islamic Studies Vol. 9 No. 3 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v9i3.3097

Abstract

This study aims to analyze the role of Islamic education as a social instrument in breaking the cycle of poverty in society and to identify the Islamic values that are internalized through Islamic education and contribute to the development of a work ethic, self-reliance, and social solidarity among the poor, as well as to analyze the most effective conceptual model for integrating Islamic educational values with socio-economic strategies to break the cycle of poverty sustainably. The approach used is qualitative library-based research, examining various academic and empirical literature. The research findings indicate that Islamic educational institutions play a role in strengthening social awareness and fostering robust spirituality as a bridge to breaking the cycle of poverty. Islamic values such as hard work, self-reliance, and sosial solidarity are internalized through Islamic education to cultivate religious and productive individuals. An effective conceptual model in Islamic education emphasizes value-based transformative education, socio-economic empowerment, and sustainable multisectoral collaboration; an Islamic spiritual-economic approach; a contextual and participatory multisectoral collaboration framework; and the integration of a values-based curriculum with practical social experiences.
THE SAMADATA AND SEHATI PROGRAMS IN FOSTERING POLITE AND RELIGIOUS CHARACTER AMONG STUDENTS AT SAHABAT AL-QUR'AN INTEGRATED ISLAMIC ELEMENTARY SCHOOL (SDIT) DOMPU Eila Mawar Fitria; Nasaruddin; Agus Salam
Referensi Islamika: Jurnal Studi Islam Vol. 4 No. 2 (2026): APRIL
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/ri.v4i2.893

Abstract

This study aims to analyze the implementation of the SAMADATA and SEHATI programs in fostering polite and religious character among students at SDIT Sahabat Al-Qur’an Dompu and to explore how local wisdom and religious habituation are integrated within the school’s character education practices. This study employed a qualitative descriptive approach with a case study design. Data were collected through interviews, observations, and documentation involving school stakeholders and program-related activities. The data were analyzed using the interactive model of data reduction, data display, and conclusion drawing, supported by triangulation techniques to enhance data credibility. The findings indicate that the SAMADATA program contributes to the cultivation of polite character through the integration of Dompu local wisdom, particularly the expressions santabe, mada, ita, and iyota, into daily school interactions and learning activities. The study also suggests that the SEHATI program supports the development of religious character through the habituation of ritual and social worship practices conducted at school and reinforced through parental involvement at home. The internalization process appears to involve cognitive understanding, affective engagement, and behavioral practice, although the extent of its influence may vary among students. This study was conducted in a single Islamic elementary school and relied on qualitative evidence derived from interviews, observations, and documentation. Therefore, the findings are context-specific and cannot be generalized to other educational settings. Future studies are recommended to involve multiple schools, a broader range of participants, and mixed-method approaches to examine character development more comprehensively and to validate the applicability of the identified practices in different contexts. This study contributes to the literature on Islamic character education by highlighting the integration of local cultural values and religious habituation within a school-based character education framework. It offers a contextual perspective on how Dompu local wisdom and Islamic practices can be incorporated into everyday school culture to support the development of polite and religious character among elementary school students.
Co-Authors Abdul Munir Abdus Sahid Abdussahid Abdussahid Adam Adam Ade Nurfadillah Ade Rahman Agus Salam Ahmad Ahmad Ahmad Audar Ali Ridho Alifah Muthmainnah Alimudin Alimudin Amma Ainun Andriani Andriani Arif Sofyandi Arisandi , Bustomi Azhar Azhar Bustomi Arisandi Cucu Cahyati Desi Anggriani Ditya Fajrianti Eila Mawar Fitria Eka Fitria Nurjadid Eka Fitriah Nurjadin Eka Uswatun Hasanah Evi Fatimatur Rusydiyah Fathani Mubarak Fathani Mubarak FATHUR ROHMAN Fathurrahman Fathurrahman Fathurrahman Fathurrahman Fitriani Fitriani Fuaddudin Fuaddudin Gufran Hanik Yuni Alfiyah Heryati Heryati Ihlas, Ihlas Ihwan Ihwan Ikhsan Maulana Ilham Ilham Ilham Ilham Ilham Ilham Ilham Inang Ismail Ismail Iwansyah Iwansyah Jasman Jasman Kaharuddin Kaharuddin Klis Dianti Kusaeri Lalu Muttaqin Lalu Shalihin Muttaqin Luh Putu Ratna Sundari Luthfiyah Luthfiyah Mahiratin Mahiratin Masita Masita Mayada Mayada Mayada Mega Oktaviany Moh. Safrudin Moh. Safrudin Muhammad Andi Mutiah Farhaty Nurdiniawati Nurdiniawati Nurdiniawati Nurdiniawati Nurinsa safitriani Nurma Nurma Nurul Zuhriyah Rafiuddin Rafiuddin Rajais Rajais Rati Puspitasari Reka Purnama Riska Amanda Khatimah Rudy Sumiharsono Ruslan Ruslan Ruslan Ruslan Ruslan Ruslan Rustam Rustam Sagaf, Umar Saifuddin Saifuddin Sakdiyah, Halimatus Salaini Salmin Salmin Sri Jamilah Sri Wahyunti Sukiani Syahrul Ramadhan Syarifuddin Syarifuddin Syarifuddin Syarifuddin Syarifuddin Syarifuddin Tuti Herawati Wahyudin Wahyudin Wahyuningsi Yani Yeni Arnaningsih Zaini Tamin AR