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All Journal Jurnal Pendidikan Anak Usia Dini Undiksha Jurnal Pendidikan Islam Indonesian Jurnal At-Tibyan: Jurnal Ilmu Alqur’an dan Tafsir Edukasi Islami: Jurnal Pendidikan Islam Islamic Management: Jurnal Manajemen Pendidikan Islam Journal on Education Jurnal Penelitian Agama Jurnal Riset Pendidikan Agama Islam Jurnal Riset Pendidikan Guru Paud Bandung Conference Series: Islamic Education Bandung Conference Series: Early Childhood Teacher Education Jurnal Pendidikan Islam Indonesia MIMBAR : Jurnal Sosial dan Pembangunan Tamadduna: Jurnal Peradaban Idarotuna: Jurnal Manajemen Pendidikan Islam Ta’dib : Jurnal Pendidikan Islam
Fitroh Hayati
Prodi Pendidikan Agama Islam, Fakultas Tarbiyah Dan Keguruan
Religion Arts Humanities Economics, Econometrics & Finance Education Environmental Science Social Sciences Other

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Strategi Pendidikan Karakter Dalam Pembelajaran Pendidikan Agama Islam Di SDN Lenteng Agung 07 Nimatul Janna Tokan; Asep Dudi Suhardini; Fitroh Hayati
Bandung Conference Series: Islamic Education 295-304
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsied.v6i2.23902

Abstract

Abstrak. Penelitian ini dilatarbelakangi oleh pentingnya pendidikan karakter dalam pembelajaran Pendidikan Agama Islam (PAI) sebagai upaya membentuk peserta didik yang berakhlak mulia sesuai nilai-nilai Islam. Penelitian ini bertujuan untuk mengetahui: (1) integrasi nilai-nilai karakter dalam pembelajaran PAI, (2) peran dan keteladanan guru Pendidikan Agama Islam (uswah hasanah) dalam menanamkan nilai-nilai karakter, dan (3) penerapan strategi pendidikan karakter dalam pembelajaran PAI di SDN Lenteng Agung 07. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Data diperoleh melalui observasi, wawancara, dan dokumentasi. Informan penelitian terdiri atas guru Pendidikan Agama Islam, kepala sekolah, dan peserta didik. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan, sedangkan keabsahan data diuji menggunakan triangulasi sumber dan triangulasi teknik. Hasil penelitian menunjukkan bahwa nilai-nilai karakter telah diintegrasikan secara sistematis dalam perencanaan dan pelaksanaan pembelajaran PAI. Guru berperan sebagai pendidik sekaligus teladan dalam menanamkan nilai religius, disiplin, tanggung jawab, kerja sama, kepedulian sosial, dan percaya diri kepada peserta didik. Strategi pendidikan karakter diterapkan melalui pembiasaan, keteladanan guru, integrasi nilai karakter dalam materi pembelajaran, penggunaan metode pembelajaran aktif, penciptaan lingkungan sekolah yang positif, serta kerja sama dengan orang tua. Evaluasi dilakukan melalui pengamatan terhadap perkembangan sikap dan perilaku peserta didik. Strategi tersebut terbukti mendukung pembentukan karakter peserta didik secara optimal. This research is motivated by the importance of character education in Islamic Religious Education (PAI) learning as an effort to shape students with noble morals according to Islamic values. This research aims to determine: (1) the integration of character values ​​in PAI learning, (2) the role and exemplary behavior of Islamic Religious Education teachers (uswah hasanah) in instilling character values, and (3) the application of character education strategies in PAI learning at SDN Lenteng Agung 07. This research uses a qualitative approach with descriptive methods. Data were obtained through observation, interviews, and documentation. Research informants consisted of Islamic Religious Education teachers, principals, and students. Data analysis was carried out through data reduction, data presentation, and drawing conclusions, while data validity was tested using source triangulation and technical triangulation. The results of the study indicate that character values ​​have been systematically integrated in the planning and implementation of PAI learning. Teachers play a role as educators and role models in instilling religious values, discipline, responsibility, cooperation, social awareness, and self-confidence in students. Character education strategies are implemented through habituation, teacher role models, integration of character values ​​into learning materials, use of active learning methods, creation of a positive school environment, and collaboration with parents. Evaluation is conducted through observation of the development of student attitudes and behavior. These strategies have been proven to support optimal character development in students.
Pengelolaan Metode Ishlah Pada Kelompok Belajar Membaca Al-Qur’an (KBMA) Masjid Nurul Qur’an Kabupaten Bandung Lyana Nur Fitria; ikin asikin; fitroh hayati
Bandung Conference Series: Islamic Education 339-346
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsied.v6i2.23968

Abstract

Abstrak. Penelitian ini dilatarbelakangi oleh masih banyaknya umat Islam, khususnya pembelajar dewasa dan lansia, yang belum mampu membaca Al-Qur'an sesuai kaidah tajwid. Kondisi tersebut menunjukkan perlunya pendekatan pembelajaran yang adaptif dengan karakteristik peserta didik dewasa. Penelitian ini bertujuan menganalisis pengelolaan Metode Ishlah dalam meningkatkan kemampuan membaca Al-Qur'an pada Kelompok Belajar Membaca Al-Qur'an (KBMA) Masjid Nurul Qur'an, Kabupaten Bandung. Penelitian menggunakan pendekatan kualitatif dengan metode deskriptif. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis menggunakan tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pengelolaan Metode Ishlah dilaksanakan melalui perencanaan pembelajaran yang sistematis, pelaksanaan dengan metode talaqqi, klasikal, individual, pengulangan (istikror), dan koreksi langsung, serta evaluasi yang berfokus pada ketepatan makhraj dan penerapan tajwid. Penerapan metode ini mampu meningkatkan kemampuan membaca Al-Qur'an peserta secara bertahap yang ditunjukkan oleh meningkatnya ketepatan bacaan, kelancaran, dan kepercayaan diri. Keberhasilan pembelajaran didukung oleh kompetensi pengajar dan motivasi peserta, sedangkan keterbatasan waktu serta perbedaan kemampuan peserta menjadi faktor penghambat. Dengan demikian, Metode Ishlah merupakan pendekatan yang efektif dalam meningkatkan kualitas bacaan Al-Qur'an pada pembelajar dewasa dan lansia di lingkungan pendidikan nonformal. Abstract. This study was motivated by the fact that many Muslims, particularly adult and elderly learners, are still unable to read the Qur'an correctly in accordance with the rules of tajwid. This condition highlights the need for a learning approach that is adaptive to the characteristics of adult learners. The study aimed to analyze the management of the Ishlah Method in improving Qur'anic reading skills at the Qur'an Reading Learning Group (Kelompok Belajar Membaca Al-Qur'an/KBMA) of Nurul Qur'an Mosque, Bandung Regency. A qualitative approach with a descriptive method was employed. Data were collected through observation, interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing. The findings revealed that the Ishlah Method was managed through systematic instructional planning, implementation using talaqqi, classical and individual learning, repetition (istikror), and direct correction, followed by periodic evaluation focusing on makhraj accuracy and tajwid. The method gradually improved participants' reading accuracy, fluency, and self-confidence. Teacher competence and learners' motivation supported the learning process, whereas limited learning time and differences in participants' abilities became the main challenges. The findings indicate that the Ishlah Method is an effective approach to improving Qur'anic reading skills among adult and elderly learners in nonformal education settings.
Implementasi Program PHBS (Perilaku Hidup Bersih dan Sehat) dalam Membentuk Lingkungan Sekolah yang Sehat Berdasarkan Nilai-Nilai Islam di SDIT Uswatun Hasanah Ilham Pramada; Fitroh Hayati; Dinar Nur Inten
Bandung Conference Series: Islamic Education 447-454
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsied.v6i2.24383

Abstract

Abstract. A healthy school environment is a crucial aspect of primary education, yetits implementation still faces challenges in integrating Islamic values as thefoundation for character formation in integrated Islamic elementary schools. Thisstudy analyzes the planning, implementation, evaluation, and inhibiting factors of thePHBS program at SDIT Uswatun Hasanah, Cimahi City using a qualitativedescriptive approach. Data were collected through observation, interviews, anddocumentation on three Fridays (May-June 2026) and analyzed through datareduction, data display, and conclusion drawing with triangulation. Results show: (1)planning was systematic through needs identification and coordination meetingsproducing three rotational activities every Friday with Islamic values integrated fromthe outset; (2) implementation consistently began with spiritual conditioning at themosque after Dhuha prayer, shaping Islamic character and a healthy schoolenvironment across physical, social, and psychological dimensions; (3) evaluationrevealed positive behavioral changes in 80-90% of students extending into the home;(4) inhibiting factors emerged at three levels: scheduling adjustments, facilitylimitations, and inconsistent student awareness. The novelty lies in identifying theIslamic Education teacher as the primary PHBS driver and demonstrating that Islamicvalue internalization transcends the school environment.Keywords: Clean and Healthy Living Behavior, Healthy School Environment,Islamic Character. Abstrak. Lingkungan sekolah yang sehat merupakan aspek penting dalampendidikan dasar yang turut dipengaruhi oleh penerapan program PHBS, namunimplementasinya masih menghadapi tantangan dalam mengintegrasikan nilai-nilaikeislaman sebagai landasan pembentukan karakter siswa di sekolah dasar Islamterpadu. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan datadikumpulkan melalui observasi, wawancara, dan dokumentasi pada tiga hari Jumat(Mei-Juni 2026), kemudian dianalisis melalui reduksi data, penyajian data, danpenarikan kesimpulan dengan triangulasi. Hasil menunjukkan: (1) perencanaansistematis melalui identifikasi kebutuhan dan rapat koordinasi menghasilkan tigakegiatan rotasi setiap Jumat dengan integrasi nilai Islam; (2) pelaksanaan selaludiawali pengondisian spiritual di masjid setelah shalat dhuha yang membentukkarakter islami dan lingkungan sekolah sehat secara fisik, sosial, dan psikologis; (3)evaluasi menunjukkan perubahan perilaku positif 80-90% siswa yang terbawa kelingkungan rumah; (4) penghambat teridentifikasi pada tiga level: jadwal, fasilitas,dan inkonsistensi kesadaran siswa. Kebaruan penelitian terletak pada peran guru PAIsebagai motor penggerak utama PHBS dan internalisasi nilai Islam yang melampauilingkungan sekolah.Kata Kunci: perilaku hidup bersih dan sehat, lingkungan sekolah sehat,karakter islami.
Pengelolaan Program TAQWA (Tahfidz Al-Qur'an Wal Ad'iyyah) Juz 30 di MTs Negeri 2 Bandung Ida Faridah; Nan Rahminawati; Fitroh Hayati
Bandung Conference Series: Islamic Education 872-879
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsied.v6i2.25807

Abstract

Abstract. This study aims to describe the management of the TAQWA (Tahfidz Al-Qur'an Wal Ad'iyyah) Juz 30 Program at MTs Negeri 2 Bandung, covering the stages of planning, implementation, and evaluation, as well as the supporting and inhibiting factors. A descriptive qualitative approach was used, with data collected through observation, interviews, and documentation, and analyzed using the interactive model of Miles and Huberman; data validity was ensured through source triangulation. The results show that planning was carried out through the establishment of program objectives and policies, graded memorization targets recorded in the TAQWA Book, the appointment of homeroom teachers as supervisors, and the stipulation of memorization completion as a requirement for grade promotion and graduation. Implementation ran flexibly through talaqqi, muraja'ah, and tasmi' activities that utilized various learning environments, supported by an injury time mechanism for students who had not yet reached the target. Evaluation was conducted continuously on a weekly and semester basis with a minimum completion standard of 85 percent, and the results were used as feedback for program improvement. The supporting factors included the principal's policy, the dedication of homeroom teachers, and the optimal use of the TAQWA Book, while the inhibiting factors consisted of students' varying initial reading ability, fluctuating motivation, limited time, and the limited number of Islamic education teachers. The novelty of this study lies in the integration of learning, monitoring, control, and evaluation functions into a single management system that positions the TAQWA Program as part of the madrasah's academic culture and character education. Keywords: Program Management, Tahfidz Al-Qur'an, TAQWA. Abstrak. Penelitian ini bertujuan mendeskripsikan pengelolaan Program TAQWA (Tahfidz Al-Qur'an Wal Ad'iyyah) Juz 30 di MTs Negeri 2 Bandung yang mencakup tahap perencanaan, pelaksanaan, evaluasi, serta faktor pendukung dan penghambat program. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui observasi, wawancara, dan studi dokumentasi, yang dianalisis menggunakan model interaktif Miles dan Huberman serta diuji keabsahannya melalui triangulasi sumber. Hasil penelitian menunjukkan bahwa: perencanaan program dilakukan melalui penetapan tujuan dan kebijakan, penyusunan target hafalan berjenjang dalam Buku TAQWA, penunjukan wali kelas sebagai pembimbing, serta penetapan ketuntasan hafalan sebagai syarat kenaikan kelas dan kelulusan; pelaksanaan program berlangsung secara fleksibel melalui kegiatan talaqqi, muraja'ah, dan tasmi' dengan memanfaatkan berbagai lingkungan belajar, didukung mekanisme injury time; evaluasi dilakukan secara berkelanjutan melalui evaluasi mingguan dan semesteran dengan standar ketuntasan minimal 85%, dan hasilnya dijadikan umpan balik bagi perbaikan program; sedangkan faktor pendukung meliputi kebijakan kepala madrasah, dedikasi wali kelas, dan optimalisasi Buku TAQWA, sementara faktor penghambat meliputi keberagaman kemampuan awal peserta didik, fluktuasi motivasi, keterbatasan waktu, dan keterbatasan jumlah guru Pendidikan Agama Islam. Kebaruan penelitian ini terletak pada ditemukannya pola pengelolaan yang mengintegrasikan fungsi pembelajaran, monitoring, pengendalian, dan evaluasi dalam satu sistem sehingga Program TAQWA menjadi bagian dari budaya akademik dan pembinaan karakter religius peserta didik. Kata Kunci: Pengelolaan Program, Tahfidz Al-Qur'an, TAQWA.
Nilai Pendidikan Dari QS. Al-Hasyr Ayat 18-20 Tentang Kesadaran Eksistensial Muhammad Fajri Al Atsari; Fitroh Hayati; Nabilah Nuraini
Bandung Conference Series: Islamic Education 987-993
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsied.v6i2.26036

Abstract

Abstract. This study examines the educational values contained in QS. Al-Hasyr verses 18–20 concerning existential awareness. Current social realities indicate a decline in existential awareness among the younger generation, reflected in the increase of bullying cases in educational settings from 285 cases in 2023 to 573 cases in 2024, according to data from the Indonesian National Police Criminal Information Center (Pusiknas Polri). This phenomenon highlights the need to strengthen existential awareness within Islamic education. This study employs a qualitative approach using library research and the tahlili method of Qur’anic exegesis. The primary sources include Tafsir Al-Qur'an Al-‘Azhim by Ibn Kathir, Jami’ al-Bayan by Ath-Tabari, Aysar al-Tafasir by Abu Bakr Al-Jazairi, Tafsir Al-Maraghi by Al-Maraghi, and Ruh al-Ma’ani by Al-Alusi. The findings reveal that QS. Al-Hasyr verses 18–20 contain seven dimensions of existential awareness: muhasabah (self-reflection), life orientation toward the Hereafter, responsibility for the freedom to act, awareness of the transient nature of worldly life, awareness of Allah’s presence as the foundation of existence, moral awareness and integrity, and awareness of human limitations before Allah. These dimensions give rise to seven educational values: reflective character development, meaningful life orientation, moral responsibility, productive use of time, spiritual development, cultivation of noble character, and humility (tawadhu’) accompanied by dependence upon Allah. This study concludes that QS. Al-Hasyr verses 18–20 provides a comprehensive foundation for fostering existential awareness and nurturing individuals who are pious, morally upright, responsible, and oriented toward success in both this world and the Hereafter. Keywords: QS. Al-Hasyr verses 18–20, Islamic Educational Values, Existential Awareness. Abstrak. Penelitian ini mengkaji nilai pendidikan dari QS. Al-Hasyr ayat 18-20 tentang kesadaran eksistensial. Realitas sosial menunjukkan memudarnya kesadaran eksistensial di kalangan generasi muda, ditandai dengan peningkatan kasus perundungan di lingkungan pendidikan dari 285 kasus (2023) menjadi 573 kasus (2024) berdasarkan data Pusiknas Polri. Fenomena ini mendasari perlunya revitalisasi dalam membangun kesadaran eksistensial di ranah pendidikan Islam. Penelitian ini menggunakan metode library research dengan pendekatan kualitatif dan metode tafsir tahlili. Sumber data primer adalah Tafsir Al-Qur’an Al-Adzim karya Ibnu Katsir, Tafsir Jami’ul Bayan karya Ath-Thabari, Aysar At-Tafasir karya Abu Bakar Al-Jazairy, Tafsir Al-Maraghi karya Al-Maraghi, dan Tafsir Ruhul Ma’ani karya Al-Alusi. Hasil penelitian menunjukkan bahwa QS. Al-Hasyr ayat 18–20 mengandung tujuh esensi kesadaran eksistensial, yaitu muhasabah sebagai kesadaran diri, orientasi hidup menuju akhirat, tanggung jawab atas kebebasan bertindak, kesadaran akan kefanaan dunia, kesadaran kehadiran Allah sebagai landasan eksistensi, kesadaran moral dan integritas, serta kesadaran akan keterbatasan manusia di hadapan Allah. Dari ketujuh esensi tersebut ditemukan tujuh nilai pendidikan yang meliputi pembentukan karakter reflektif, orientasi hidup yang bermakna, tanggung jawab moral, pemanfaatan waktu secara produktif, penguatan spiritualitas, pembinaan akhlak mulia, dan penanaman sikap tawadhu’ serta ketergantungan kepada Allah. Penelitian ini menyimpulkan bahwa QS. Al-Hasyr ayat 18–20 merupakan fondasi pendidikan Islam yang komprehensif dalam membangun kesadaran eksistensial sehingga mampu membentuk pribadi yang bertakwa, berkarakter, bertanggung jawab, dan berorientasi pada kebahagiaan dunia serta akhirat. Kata kunci: QS. Al-Hasyr ayat 18–20, Nilai pendidikan Islam, Kesadaran eksistensial.
Nilai-Nilai Pendidikan Yang Terkandung Dalam Q. S. Al-Ma'arij Ayat 22-35 Tentang Akhlak Seorang Mukmin Yang Ideal Shalaysha Zulfa Fauziyah; Fitroh Hayati
Bandung Conference Series: Islamic Education 1038-1045
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsied.v6i2.26075

Abstract

Abstract. Islamic religious education rests on three pillars faith (aqidah), sharia, and akhlak (ihsan) which should culminate in a stable, spontaneous moral character. Yet a persistent gap exists between religious theory and everyday behavior, evident in eroding social-media ethics, online gambling, student violence, academic plagiarism, and declining respect toward teachers and parents. These phenomena suggest that religious education often reaches only the cognitive or memorization level without shaping genuine moral character. This library research uses a qualitative approach with the tahlili interpretation method to analyze Q.S. Al-Ma'arij verses 22–35, drawing on five tafsir works: Ibn Katsir, At-Tabari, Al-Qurthubi, Al-Maraghi, and the Indonesian Ministry of Religious Affairs' tafsir. It aims to uncover the mufassirs' interpretations, relate them to Islamic educational theory on the ideal believer, and formulate the educational values embedded in the text. Findings show that the ideal believer is not merely personally pious but socially mature. The passage begins and ends with continuous, well-maintained prayer (da'imun and yuhafizhun), which eliminates complaint (halu'an) and miserliness (manu'an) and gives rise to concrete social action: spending part of one's wealth, guarding one's honor, keeping promises, safeguarding trust (amanah), and giving honest testimony. The study also distinguishes akhlak from character: character rests on reasoning and social habituation (Lickona, Kohlberg), while akhlak stems from inner consciousness rooted in Islamic values (Al-Ghazali). This research offers a conceptual, Qur'an-based reference for educators, students, and future researchers to help close the moral gap between religious theory and everyday practice. Keywords: Q. S. Al-Ma'arij verses 22-35, ideal believer, educational values. Abstrak. Pendidikan Agama Islam berpijak pada tiga pilar utama iman (akidah), Islam (syariat), dan ihsan (akhlak) yang seharusnya bermuara pada terbentuknya kondisi jiwa yang stabil dan spontan. Namun realitanya, muncul kesenjangan antara pemahaman teori agama dan perilaku sehari-hari, tampak dari hilangnya etika di media sosial, maraknya judi online, kekerasan antarpelajar, plagiarisme akademik, hingga menurunnya sopan santun terhadap guru dan orang tua. Fenomena ini mengindikasikan bahwa pendidikan agama sering kali baru menyentuh aspek kognitif atau hafalan, belum membentuk akhlak yang sesungguhnya. Penelitian kepustakaan ini menggunakan pendekatan kualitatif dengan metode tafsir tahlili terhadap Q. S. Al-Ma'arij ayat 22–35, merujuk pada lima kitab tafsir: Ibnu Katsir, Ath-Thabari, Al-Qurthubi, Al-Maraghi, dan Tafsir Kemenag RI. Penelitian bertujuan menganalisis esensi ayat menurut para mufassir, mengaitkannya dengan teori pendidikan Islam tentang karakteristik mukmin ideal, serta merumuskan nilai-nilai pendidikan yang terkandung di dalamnya. Hasil penelitian menunjukkan bahwa mukmin ideal tidak hanya saleh secara personal, tetapi juga matang secara sosial. Kata Kunci: Q. S. Al-Ma'arij ayat 22-35, mukmin ideal, nilai-nilai pendidikan.
Pengaruh Keaktifan Siswa Dalam Mengikuti Program Pesantren Terhadap Sikap Kemandirian Belajar Siswa kelas VI MI Asmaul Husna Paledang Agus Candra Sutisna; Helmi Aziz; Fitroh Hayati
Bandung Conference Series: Islamic Education 1046-1053
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsied.v6i2.26082

Abstract

Students' participation in the pesantren program is one of the factors that can support the development of independent learning attitudes. However, in practice, some students are still less active in participating in pesantren activities, causing them to rely heavily on teachers' guidance during the learning process. Based on this phenomenon, this study aimed to analyze the effect of students' participation in the pesantren program on the independent learning attitudes of sixth-grade students at MI Asmaul Husna Paledang. This study employed a quantitative approach using descriptive methods and simple linear regression analysis. The population consisted of all sixth-grade students at MI Asmaul Husna Paledang, while the sample was determined using a purposive sampling technique. Data were collected through questionnaires supported by observations, interviews, and documentation as triangulation techniques. Data were analyzed using classical assumption tests and simple linear regression analysis. The results showed that students' participation in the pesantren program had a positive and significant effect on their independent learning attitudes. The regression analysis produced the equation Y = 15.794 + 0.367X, with a coefficient of determination (R²) of 0.438, indicating that students' participation contributed 43.8% to their independent learning attitudes, while the remaining 56.2% was influenced by other factors outside the scope of this study. Therefore, the higher the students' participation in the pesantren program, the higher their level of independent learning attitudes. Keaktifan siswa dalam mengikuti program pesantren merupakan salah satu faktor yang dapat mendukung terbentuknya sikap kemandirian belajar. Namun, pada kenyataannya masih terdapat siswa yang kurang aktif mengikuti kegiatan program pesantren sehingga cenderung bergantung pada arahan guru dalam proses pembelajaran. Berdasarkan fenomena tersebut, penelitian ini bertujuan untuk menganalisis pengaruh keaktifan siswa dalam mengikuti program pesantren terhadap sikap kemandirian belajar siswa kelas VI MI Asmaul Husna Paledang. Penelitian ini menggunakan pendekatan kuantitatif dengan metode deskriptif dan analisis regresi linear sederhana. Populasi penelitian adalah seluruh siswa kelas VI MI Asmaul Husna Paledang, sedangkan sampel penelitian ditentukan menggunakan teknik purposive sampling. Teknik pengumpulan data dilakukan melalui angket yang didukung oleh observasi, wawancara, dan dokumentasi sebagai teknik triangulasi. Analisis data dilakukan melalui uji asumsi klasik dan uji regresi linear sederhana. Hasil penelitian menunjukkan bahwa keaktifan siswa dalam mengikuti program pesantren berpengaruh positif dan signifikan terhadap sikap kemandirian belajar. Hasil analisis regresi menghasilkan persamaan Y = 15,794 + 0,367X dengan nilai koefisien determinasi (R²) sebesar 0,438, yang menunjukkan bahwa keaktifan siswa memberikan kontribusi sebesar 43,8% terhadap sikap kemandirian belajar, sedangkan 56,2% dipengaruhi oleh faktor lain di luar penelitian. Dengan demikian, semakin tinggi keaktifan siswa dalam mengikuti program pesantren, semakin tinggi pula sikap kemandirian belajar yang dimiliki siswa
Analisis Adab Menuntut Ilmu Dalam QS Al Kahfi Ayat 66-70 dan Relevansinya Dalam Pendidikan Kontemporer Hoeratun Napsiah; Asep Dudi Suhardini; Fitroh Hayati
Bandung Conference Series: Islamic Education 1104-1115
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsied.v6i2.26169

Abstract

Abstrac. This study examines the etiquette of seeking knowledge found in Surah Al-Kahfi (verses 66–70) and its relevance to contemporary education. The research aims to identify the values regarding the etiquette of seeking knowledge contained in these verses and to explore their application within the context of modern education. A qualitative research method was employed, utilizing thematic exegesis (*tafsir maudhu’i*) and drawing upon both classical and contemporary exegetical sources. The findings indicate that Surah Al-Kahfi verses 66–70 embody values such as humility, patience, respect for the teacher, refraining from interrupting explanations before they are concluded, and adherence to learning guidelines. These values hold significant relevance for contemporary education, particularly in shaping student character and fostering sound learning ethics amidst the challenges of the digital era. This study is intended to serve as a reference for educators, students, and education observers in instilling the etiquette of seeking knowledge in accordance with Islamic teachings.Keywords: Etiquette of seeking knowledge, Surah Al-Kahfi 66–70, contemporary education
Minat Belajar Matematika pada Anak Usia Dini Ketika Menggunakan Metode Funcalistung Cahaya Indonesia Vania Hasna Lutfiyah; Masnipal; Fitroh Hayati
Bandung Conference Series: Early Childhood Teacher Education 25-32
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v5i1.18097

Abstract

Abstract. Beginning math is a basic learning concept of mathematics that is introduced to early childhood. There are still many early childhood educators who do not understand the methods of teaching early math. One of the learning methods that can introduce early math to children is the Indonesian Light Funcalistung Method. The purpose of this study is to analyze the interest in learning mathematics in early childhood when using the Cahaya Indonesia Funcalistung Method. This research is a descriptive qualitative research. This research involved teachers as informants. Data were collected through observation, interviews and documentation. Data analysis techniques consist of data collection, data reduction, data presentation and conclusion drawing. Based on the results of the study, it was found that; (1) children showed high interest in recognizing the concept of numbers and numbers when using the Cahaya Indonesia Funcalistung Method, this can be seen from the children's enthusiasm for learning and feeling comfortable during the teaching and learning process; (2) children show a well-developed understanding of basic number concepts when using the Cahaya Indonesia Funcalistung Method, this can be seen from their high enthusiasm in sorting numbers correctly; and (3) children show a high interest in learning the concept of adding when using the Cahaya Indonesia Funcalistung Method, this can be seen from the children's high activeness and enthusiasm to ask questions and carry out instructions with enthusiasm. This research implements one of the teacher's strategies in developing learning for early childhood. Abstrak. Matematika permulaan merupakan konsep pembelajaran dasar matematika yang diperkenalkan pada anak usia dini. Masih banyak pendidik anak usia dini yang belum memahami metode mengajar matematika permulaan. Salah satu metode pembelajaran yang dapat mengenalkan matematika permulaan pada anak adalah Metode Funcalistung Cahaya Indonesia. Tujuan penelitian ini adalah untuk menganalisis minat belajar matematika pada anak usia dini ketika menggunakan Metode Funcalistung Cahaya Indonesia. Penelitian ini merupakan penelitian kualitatif deskriptif. Penelitian ini melibatkan guru sebagai informan. Data dikumpulkan melalui observasi, wawancara dan dokumentasi. Teknik analisis data terdiri dari pengumpulan data, reduksi data, penyajian data dan penarikan kesimpulan. Berdasarkan hasil penelitian diperoleh bahwa; (1) anak menunjukkan minat yang tinggi dalam mengenal konsep angka dan bilangan ketika menggunakan Metode Funcalistung Cahaya Indonesia, hal ini dapat dilihat dari antusiasme anak untuk belajar dan merasa nyaman selama proses belajar mengajar; (2) anak menunjukkan pemahaman konsep dasar angka yang sudah berkembang dengan baik ketika menggunakan Metode Funcalistung Cahaya Indonesia, hal ini dapat dilihat dari semangat tinggi mereka dalam mengurutkan angka dengan benar; dan (3) anak menunjukkan minat yang tinggi dalam belajar konsep menjumlah ketika menggunakan Metode Funcalistung Cahaya Indonesia, hal ini dapat dilihat dari keaktifan dan antusiasme anak yang tinggi untuk bertanya dan melaksanakan instruksi dengan semangat. Penelitian ini berimplementasi menjadi salah satu strategi guru dalam mengembangkan pembelajaran bagi anak usia dini.
Analisis Pengelolaan Kelas untuk Menstimulasi Kepercayaan Diri Anak Usia 5-6 Tahun Regina Aulia Oktaviani; Nan Rahmawati; Fitroh Hayati
Bandung Conference Series: Early Childhood Teacher Education 97-104
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v5i2.20939

Abstract

Abstract. Self-confidence is important for early childhood because it supports the development of potential and future success. Based on the Child Development Achievement Level Standards (STPPA) in Permendikbud No. 137 of 2014, children aged 4–5 years are expected to be able to demonstrate self-confidence. However, at TK Aisyiyah 10 Bandung, children aged 5–6 years are still found to have low self-confidence. Therefore, teachers need to provide stimulation in teaching and learning activities in the classroom, because the classroom is a place where children learn to express themselves, interact, and build courage. Good classroom management is very important so that teachers can create a safe, comfortable learning environment and support children's self-confidence. This study aims to analyze classroom management in academic, administrative, and organizational activities to stimulate the self-confidence of children aged 5–6 years. This research uses a qualitative approach with a case study method. Data collection techniques were carried out through interviews, observations, and documentation. The results of the study indicate that: 1) Academic activities include fun, participatory learning, and providing space for expression; 2) Administrative activities include careful planning, positive habits, and children's involvement in responsibilities; 3) Organizational activities are seen from a positive classroom climate, supportive spatial arrangement, and involvement in joint activities. All three are interrelated in fostering children's self-confidence, so teachers need to pay attention to all aspects of classroom management for more optimal stimulation. Abstrak. Kepercayaan diri penting bagi anak usia dini karena mendukung pengembangan potensi dan kesuksesan di masa depan. Berdasarkan Standar Tingkat Pencapaian Perkembangan Anak (STPPA) dalam Permendikbud No. 137 Tahun 2014, anak usia 4–5 tahun diharapkan mampu menunjukkan rasa percaya diri. Namun, di TK Aisyiyah 10 Bandung, anak usia 5–6 tahun masih ditemukan memiliki rasa percaya diri yang rendah. Oleh karena itu, guru perlu memberikan stimulasi dalam kegiatan belajar mengajar di kelas, karena kelas merupakan tempat anak belajar mengekspresikan diri, berinteraksi, dan membangun keberanian. Pengelolaan kelas yang baik sangat penting agar guru dapat menciptakan lingkungan belajar yang aman, nyaman, dan mendukung rasa percaya diri anak. Penelitian ini bertujuan untuk menganalisis pengelolaan kelas dalam aktivitas akademik, administratif, dan organisasional untuk menstimulasi rasa percaya diri anak usia 5–6 tahun. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus. Teknik pengumpulan data dilakukan melalui wawancara, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa: 1) Aktivitas akademik meliputi pembelajaran yang menyenangkan, partisipatif, dan menyediakan ruang untuk berekspresi; 2) Aktivitas administratif meliputi perencanaan yang matang, kebiasaan positif, dan keterlibatan anak dalam tanggung jawab; 3) Aktivitas organisasional dilihat dari iklim kelas yang positif, penataan ruang yang suportif, dan keterlibatan dalam kegiatan bersama. Ketiganya saling berkaitan dalam menumbuhkan rasa percaya diri anak, sehingga guru perlu memperhatikan seluruh aspek pengelolaan kelas agar stimulasi lebih optimal.
Co-Authors AA Sudharmawan, AA Abda Abda Ade Nandar Aep Saepudin Aep Saepudin Agus Candra Sutisna Alya Fadhillah Hidayat Amalia Rizki Febrianti Amelia Listianti Putri Andhita Khaerunnisa Annisa Aulia Nur Rahman Annisa Fauziah Noer Rahmawati Arianti, Ipah Arif Hakim Arini, Kaefah Asep Dudi Suhardini Asnita Frida Sebayang Astri Mahesa Aulia Nakhita Hashi Aulia, Elsa Sivia Nur Awit Marwati Sakinah Ayi Sobarna Citra Shenya Adelia Daffa Dhiyaa Ulhaq Salim Dedih Surana Della Indah Fitriani Della Indah Fitriani Dewi Mulyani Dewi Mulyani Diden Rosenda Dienan Shafyah Zahrah Dinar Nur Inten Dudi, Asep Eko Surbiantoro Elsa Selvia Enoh Erham Wilda Erhamwilda Eric Kisswanto eva samantha pertiwi Fahira Aliyarahma Az-Zahra Fauzi, Sabiyla Fitria Nurainni Fitriani Millenia Onesha Ghina Nabila Putri Helmi Aziz Heru Pratikno Hirza Hoeratun Napsiah Huriah Rachmah Ida Faridah Ikin Asikin Iko Andrean Ilham Pramada Indah Novianti Suhara Komar Intan Nurfauziah Kasimah binti Kamaruddin Khambali Kintan Nur’imanda Laksmi dewi Laksmi Dewi, Laksmi Lia Yulianti Lisda Syabaniah Listivia Yunanda Lufi Nur Shalma Luqi Nujhan Dilalurrahman Lyana Nur Fitria masnipal Masnipal Mia Rosmiati Muhammad Dwieky Cahyadien Muhammad Fahmi Alwan Muhammad Fajri Al Atsari Muhammad Lucky Fahrezi Muhammad Qais Arrasyid Muhammad Qais Arrasyid Muhammad Zulfikar Mujahid Mujahid Rasyid Muna Nabila Mutaqin, Enjen Zaenal Nabilah Nur'aini Nabilah Nuraini Nadiya Kurniati Naira Alya Maura Gunawan Nan Rahmawati Nan Rahminawati Naqiya Salsabila Nimatul Janna Tokan Nurgina Kamelia Ahmad Solehudin Nurul Afrianti, Nurul nurul khofifah Nutfah Ayu Syahrani Putri Aliyya Maulani Rany Selvyanti Regina Aulia Oktaviani Reni Mulyani Revan Dwi Erlangga Ria Haryati Ningsih Riyan Andriyana Rohaeni, Imas Salma Hanifa Shalaysha Zulfa Fauziyah Sheren Issaura Sinsin Ummu Jahieda Siti Hanifah Najmal Jannah Siti Sarah Sobar Al Ghazal Sobar Al Ghazal Soca Regita Sisilia Sri Hartini Sugianti, Riestha Suryadi Suryadi Suryadi Syifa Aghnia Zaenal Tasya Azzahra Triastuti, Yulis Ufaira Tsabita Haiman Ulvah Nur'aeni Usamah Almujahid Vania Hasna Lutfiyah Venita Nurpahmi Putri Violin Arsy Zahran Rahadian Wahyu Fajar Faadhilah Windi Wildatul Mala