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All Journal Ta´dib EKOMBIS REVIEW: Jurnal Ilmiah Ekonomi dan Bisnis Tadrib: Jurnal Pendidikan Agama Islam JIP: Jurnal Ilmiah PGMI Al Ishlah Jurnal Pendidikan Union: Jurnal Ilmiah Pendidikan Matematika Risâlah, Jurnal Pendidikan dan Studi Islam EDU-RELIGIA : Jurnal Keagamaan dan Pembelajarannya Cetta: Jurnal Ilmu Pendidikan Islamic Management: Jurnal Manajemen Pendidikan Islam Jurnal Hadratul Madaniyah Journal on Education Jurnal PAI Raden Fatah Instructional Development Journal Jurnal Sikola: Jurnal Kajian Pendidikan dan Pembelajaran Studia Manageria: Jurnal Manajemen Pendidikan Islam SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Pengabdian kepada Masyarakat Nusantara Didaktika: Jurnal Kependidikan Educator : Directory of Elementary Education Journal Jurnal Ilmu Komunikasi Balayudha (JIKOBA) Nautical: Jurnal Ilmiah Multidisiplin Indonesia Seulanga : Jurnal Pendidikan Anak Edukasia: Jurnal Pendidikan dan Pembelajaran Limas Pendidikan Guru Madrasah Ibtidaiyah Histeria: Jurnal Ilmiah Sosial dan Humaniora Jurnal Pendidikan Indonesia (Japendi) Innovative: Journal Of Social Science Research Guruku: Jurnal Pendidikan Profesi Guru Indonesian Journal of Educational Management and Leadership Jurnal Konseling Pendidikan Islam Journal of Islamic Education Students Journal of Islamic Education Assyfa Journal of Islamic Studies JIEMAN: Journal of Islamic Educational Management Journal of Innovative and Creativity Ulil Albab PESHUM Jurnal Cakrawala Akademika SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Academia Open Sustainable
Maryamah
Universitas Islam Negeri Raden Fatah Palembang
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Mechanical Engineering Medicine & Pharmacology Physics Public Health Social Sciences Other

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Analysis of Islamic Character Education in Malay Culture in Early Childhood and Primary School Aisyah Septarina; Indah Nur Aziza Alfatonah; Yonada Viossa Kisda; Maryamah Maryamah
Sustainable Vol. 6 No. 1 (2023): Sustainable
Publisher : Lembaga Penjaminan Mutu, IAIN Syaikh Abdurrahman Siddik Bangka Belitung

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

Abstract

Character is a component of values in the standard view of behaviour in life. Any excellent character education programme should aim to develop good moral habits in students, not just instruct them on right and wrong. The problems of contemporary life can be met via character education founded on local wisdom principles. Society can instil values of independence, humanity, and devotion in students by imparting Islamic values through Malay culture. In this article, the author employs a descriptive qualitative research method with secondary data collection based on a case study approach. The study is focused on Islamic character education within Malay culture for early childhood and elementary school children. This is because Malay culture still firmly upholds Islamic religious values and customs, which can significantly influence the character development of children. Based on the research findings, it can be concluded that the implementation of Malay cultural character education for early childhood and elementary school children can be achieved through the following methods: 1) Organizing group games to instil character traits through Malay culture, 2) Implementing BMR (Riau Malay Culture) learning, 3) Education based on local wisdom, 4) Incorporating local wisdom values into character education within Riau Malay Culture, 5) Implementing Riau Malay Culture Local Content Learning (MULOK BMR).
Analysis of the Values of Religious Moderation in Malay Islam Noor Hidayah; Maryamah Maryamah; Nanda Enita Virgianti; Sindy Febrianti
Sustainable Vol. 6 No. 2 (2023): Sustainable
Publisher : Lembaga Penjaminan Mutu, IAIN Syaikh Abdurrahman Siddik Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/kjmp.v6i2.5027

Abstract

Religious moderation is the practice of understanding and implementing religious teachings in a fair and balanced manner, aiming to prevent excessive and extreme behavior. It emphasizes the principles of wasatiyah (moderation), justice, and balance, aligning with the teachings of Islam that advocate for peace, tolerance, and unity. This study explores the integration of religious moderation values within Malay Islamic civilization, which is characterized by inclusivity, compassion, and adaptability. The spread of Islam in the Malay region was historically marked by its moderate, egalitarian approach, which facilitated its acceptance among diverse religious communities. Indonesia, as a nation built on Pancasila, embraces pluralism and multiculturalism, striving to maintain harmony and unity amidst its diverse cultural, ethnic, and religious landscape. This research employs a library research method, examining literature, journals, and scholarly works to analyze the principles of religious moderation and their application in education and social life. Key values such as tawassuth (middle path), tawazun (balance), i'tidal (justice), and tasamuh (tolerance) are identified as fundamental components of religious moderation. These values not only foster social cohesion but also align with the national ideals of unity and harmony. The study concludes that promoting religious moderation in education and daily life is essential for preventing conflict and fostering a peaceful, multicultural society, especially in the context of the diverse Indonesian nation.
ANALISIS KESULITAN BELAJAR SISWA PADA PEMBELAJARAN SEJARAH KEBUDAYAAN ISLAM KELAS III DI MI MA’HAD ISLAMY PALEMBANG Fizalika; Maryamah; Muhamad Afandi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13900

Abstract

This research is motivated by the learning difficulties experienced by students in Islamic Cultural History lessons in grade III MI Ma'had Islamy Palembang. The purpose of this study is to determine students' learning difficulties, the factors causing them, and the teachers' efforts to overcome them. The method used is a qualitative method with a descriptive approach. Data collection techniques were carried out through observation, interviews, and documentation. The study subjects consisted of Islamic Cultural History teachers and grade III MI Ma'had Islamy Palembang students. Data analysis was carried out through data reduction, data presentation, and drawing conclusions. Data validity techniques used source triangulation and technical triangulation. The results of the study showed that students had difficulty understanding the learning material, lacked focus during learning, easily felt bored, and had not achieved learning targets optimally. Factors causing learning difficulties consisted of internal and external factors. Internal factors include physical health conditions, psychological conditions, learning motivation, and low student concentration. While external factors include teacher learning methods, lack of use of learning media and technology, and a less conducive learning environment. Teachers' efforts to address learning difficulties include identification, diagnosis, provision of assistance and guidance, implementation of interventions, evaluation, and follow-up in the form of remedial and additional guidance. Based on the study's findings, it can be concluded that student learning difficulties are influenced by various factors, necessitating planned efforts and the use of more engaging learning methods to facilitate student understanding of the material. The results of this study are expected to serve as evaluation material for teachers in improving the quality of Islamic Cultural History instruction in elementary schools.
PENGARUH GAME ONLINE TERHADAP KESANTUNAN BERBAHASA SISWA DALAM INTERAKSI SOSIAL DI MI MA’ARIFUL PALEMBANG Rekyan Abdul Halim; Maryamah; Muhamad Afandi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.15095

Abstract

This research is motivated by the increasing phenomenon of online game usage among elementary Islamic school students, which potentially affects language politeness in social interactions. The purpose of this study is to determine the intensity level and types of online games played by students, describe the forms of students' language politeness in social interactions, and analyze the influence of online gaming on students' language politeness at MI Ma'ariful Ulum Palembang. The method used is a quantitative method with a simple linear regression approach. Data collection techniques were carried out by distributing questionnaires to 125 respondents selected using simple random sampling technique. The research instrument consisted of 50 Likert-scale statements that had been tested for validity and reliability. Data analysis was performed using IBM SPSS version 26 through validity tests, reliability tests, normality tests, linearity tests, simple linear regression analysis, t-tests, F-tests, and coefficient of determination. The results showed that the intensity level of students' online gaming was in the moderately intensive category with a mean score of 79.00, dominated by MOBA and FPS type games. Students' language politeness was generally in the polite category with a mean score of 93.39. Based on the regression analysis, the equation Y = 28.440 – 0.191X was obtained with a t-value of -3.839 and a significance of 0.000 < 0.05, proving that online games have a negative and significant effect on students' language politeness. The coefficient of determination (R²) of 0.202 indicates that online games contribute 20.2% to the variation in students' language politeness, while the remaining 79.8% is influenced by other factors outside this study.
Analysis of Global Challenges in Contemporary Islamic Education on the Implementation of a Love Based Curriculum in Madrasahs Marlina Marlina; Selvi Ratna Sari; Zuhdiyah Zuhdiyah; Maryamah Maryamah; Nyayu Soraya
Assyfa Journal of Islamic Studies Vol. 4 No. 1 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i1.985

Abstract

Contemporary Islamic education in madrasahs faces increasingly complex global challenges, such as cultural globalization, the rapid development of digital technology, a crisis of humanitarian values, and shifts in students’ characteristics. These challenges demand a curricular approach that goes beyond a sole focus on the cognitive and normative aspects of Islamic teachings, placing greater emphasis on character development and the reinforcement of humanitarian values. This article aims to analyze the global challenges faced by contemporary Islamic education and to examine the implementation of a love-based curriculum in madrasahs as an alternative, humanistic, and transformative educational approach. The study employs a qualitative method through library research by analyzing various scholarly literature, Islamic educational concepts, and curriculum policy documents. The findings indicate that a love-based curriculum is relevant in addressing the global challenges of Islamic education by instilling values of compassion, empathy, tolerance, religious moderation, and social concern within the learning process. The implementation of a love-based curriculum in madrasahs is expected to shape learners who possess strong faith, noble character, and a balanced sense of social and spiritual awareness. Thus, a love-based curriculum becomes a vital strategy in strengthening the role of madrasahs as Islamic educational institutions that are adaptive to global developments without losing their Islamic identity.
Learning Difficulties in Islamic Religious Education Among Elementary School Students: Experiences, Impacts, and Teacher Support Ratih Novianti; Zuhdiyah Zuhdiyah; Karoma Karoma; Indah Wigati; Maryamah Maryamah
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 3 (2026): In Progress September 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i3.9991

Abstract

Learning difficulties in Islamic Religious Education can restrict students’ access to Arabic-script materials, reduce classroom participation, and affect their confidence. This study aimed to examine the forms, perceived contributing factors, and consequences of these difficulties, as well as the instructional support provided by teachers. A qualitative descriptive design was employed involving 22 participants from 11 public elementary schools in Kemuning District, Palembang, Indonesia: 11 fifth-grade students experiencing persistent difficulties in Islamic Religious Education and 11 certified teachers. Data were collected through semi-structured interviews, teacher learning notes, student reflections, and relevant academic documents, and were analyzed using Braun and Clarke’s six-phase thematic analysis. Five themes were identified: Arabic literacy as a gateway barrier, mismatch between students’ processing pace and classroom demands, emotional and social consequences of repeated difficulty, limited support outside school, and adaptive teacher support. Students reported difficulties recognizing and writing Hijaiyah letters, retaining memorized material, completing tasks at the expected pace, and participating confidently in class. Teachers responded through individualized guidance, chunking, slower instructional pacing, auditory and narrative supports, repetition, and positive reinforcement, which participants perceived as helpful. The findings indicate that learning difficulties in Islamic Religious Education are shaped by the interaction of linguistic, cognitive, emotional, instructional, and environmental conditions. Inclusive practice therefore requires gradual instructional sequencing, emotionally safe classrooms, and stronger collaboration between schools and families.
PERAN GURU DALAM MEMBENTUK KARAKTER RELIGIUS SISWA PADA MATA PELAJARAN AKIDAH AKHLAK KELAS III DI MI MUJAHIDIN PALEMBANG Popiyen Suwatila; Maryamah; Muhammad Afandi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 3, September 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.18570

Abstract

Religious character is an important aspect of education that needs to be instilled from elementary school age. This study aimed to determine the role of the Akidah Akhlak teacher in developing the religious character of third-grade students, describe students’ religious character in Akidah Akhlak learning, and identify supporting and inhibiting factors at MI Mujahidin Palembang. This study employed a qualitative approach with a descriptive design. The subjects were the Akidah Akhlak teacher and third-grade students. Data were collected through observation, interviews, and documentation. Data were analyzed through data reduction, data display, and conclusion drawing. The findings show that the teacher acts as a role model, guide, motivator, evaluator, and instructor. Character formation is carried out through habituation of praying, greeting, reading the Qur’an, worship, and practicing politeness, honesty, discipline, care, and responsibility. Students’ religious character has begun to develop, although its application is not yet fully consistent. Supporting factors include students’ awareness, teacher role modeling, adequate facilities, and parental support. Inhibiting factors include low self-awareness, peer environment, limited parental support, and lack of consistent role models. Religious character formation therefore requires cooperation among teachers, schools, families, and the surrounding environment.
PENERAPAN METODE PERMAINAN KOCOK SUMPIT UNTUK MENINGKATKAN MOTIVASI BELAJAR SISWA KELAS VII DI SMPN 1 AIR SALEK Safitri Ani; Maryamah; Sofyan
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 Nomer 03, September 2026 Publication
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.18749

Abstract

This study was motivated by the low learning motivation of 7th-grade students in the Islamic Religious Education subject at SMPN 1 Air Salek, characterized by a lack of attention, self-confidence, and perceived material relevance, as well as low student learning satisfaction. The study aimed to determine the effect of implementing the "chopstick-shake game" method on enhancing student learning motivation. A quantitative approach was employed using a quasi-experimental design specifically, a Two-Group Pretest-Posttest Design. The sample consisted of 44 students selected via purposive sampling and divided into experimental and control groups. Data were collected using the ARCS learning motivation questionnaire (validated for validity and reliability) and analyzed using normality tests, homogeneity tests, independent t-tests, and N-Gain tests with SPSS version 27 software. The independent sample t-test results showed a significance value of 0.001 (p < 0.05), confirming a significant difference in motivation improvement between the experimental and control groups. The mean learning motivation score in the experimental class rose from 47.00 to 77.29, whereas in the control class, it increased only from 43.73 to 52.43. The N-Gain score for the experimental class was 57.09, indicating a "moderately effective" category. These findings conclude that the chopstick-shake game method is significantly effective in enhancing student learning motivation.
EVALUATING THE IMPLEMENTATION OF THE MERDEKA CURRICULUM IN ISLAMIC RELIGIOUS EDUCATION AT A PESANTREN-BASED JUNIOR HIGH SCHOOL: A CIPP CASE STUDY Ahmad Yaim; Ahmad Zainuri; Fitri Ofiyanti; Indah Wigati; Maryamah Maryamah
Jurnal Konseling Pendidikan Islam Vol. 7 No. 3 (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.v7i3.1972

Abstract

The implementation of Indonesia’s Merdeka Curriculum requires schools to translate curricular flexibility into context-responsive teaching, assessment, and institutional support. This study evaluates the implementation of the Merdeka Curriculum in Islamic Religious Education (PAI) at a pesantren-based junior high school in Lempuing Jaya, South Sumatra, Indonesia, using the Context, Input, Process, and Product (CIPP) evaluation model. An evaluative qualitative case-study design was employed. Data were generated through participatory classroom and project observations, semi-structured interviews with school and curriculum leaders, PAI teachers, a supervising inspector, and students, and analysis of curriculum and assessment documents. Data were analyzed using an interactive qualitative analysis procedure involving condensation, display, and conclusion drawing, with source and method triangulation used to strengthen credibility. The findings reveal a marked implementation asymmetry. Contextually, the school’s religious ecology and institutional mission strongly support PAI and character development, but the school’s operational curriculum documents remain insufficiently contextualized. At the input level, digital infrastructure and learning resources are relatively strong, whereas teacher pedagogical readiness, diagnostic-assessment documentation, project guidance, and operational quality-assurance mechanisms remain limited. At the process level, teachers have adapted learning through digital tools, block scheduling, and contextual problem-based activities, but differentiated instruction, formative assessment, reflective practice, and the reflective phase of the Pancasila Student Profile Strengthening Project are inconsistently implemented. Product evidence suggests promising development of students’ religious character and digital participation, but the reported 85% achievement is an institutional estimate rather than an independently measured outcome, while documentation of learning attainment, stakeholder satisfaction, and differentiated student products remains incomplete. The study argues that the principal implementation challenge is not infrastructure but the alignment of teacher capability, assessment evidence, curriculum governance, and reflective improvement. A staged improvement strategy is proposed through peer coaching, contextualization of the school operational curriculum, diagnostic assessment capacity building, integration between school and boarding-school programs, and stronger evidence-based quality assurance.
A model for excellence in Muhammadiyah school management based on Islam and Muhammadiyah Principles Muhammad Bustomi; Mawangir Mawangir; Maryamah Maryamah
Indonesian Journal of Educational Management and Leadership Vol. 4 No. 2 (2026): In Progress
Publisher : Kuras Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/ijemal.v4i2.2211

Abstract

Purpose – The implementation of Al-Islam and Kemuhammadiyahan (AIK) is a key characteristic of Muhammadiyah’s educational system. The implementation of AIK in Muhammadiyah schools still tends to focus on teaching the AIK subject and has not yet been fully and systematically integrated into school management functions. This study aims to develop a model for excellence in Muhammadiyah school management based on Al-Islam and Kemuhammadiyahan (AIK) through the integration of AIK values into the functions of planning, organizing, implementing, monitoring, and evaluating education. Method – This study employs a qualitative approach using a case study design at SMA Muhammadiyah 1 Palembang, an exemplary Muhammadiyah school. Data was collected through in-depth interviews with the principal, vice principal, AIK teachers, subject teachers, educational staff, students, and Muhammadiyah Association officials. Data was also obtained through observations of the school culture and document analysis. The data were analyzed using the interactive model developed by Miles, Huberman, and Saldaña, which includes data condensation, data presentation, and the drawing and verification of conclusions. Findings – The research findings indicate that AIK-based school management is implemented through the integration of AIK values into all functions of school management, including planning, organizing, executing, monitoring, and evaluating. This integration is realized through the alignment of the school’s vision, mission, and programs with AIK values; the division of tasks and coordination among all school components; learning, habit formation, exemplary behavior, and school culture; as well as supervision, monitoring, evaluation, and follow-up. Implications – The research findings indicate that the integration of AIK into school management supports the creation of an educational environment that fosters students’ character development, particularly in the areas of religiosity, integrity, discipline, responsibility, and social concern. Based on a synthesis of empirical findings, a model for excellent Muhammadiyah school management based on AIK was formulated, which positions AIK values as the foundation of governance and integrates them into the entire cycle of school management functions.
Co-Authors Achmad Fadil Agra Dwi Saputra Agus Srimudin Ahmad Syarifuddin Ahmad Yaim Ahmad Zainuri Aisyah Aisyah Safitri Aisyah Septarina Aisyah Sina Dewi Akmal Hawi Alfira Rahmawati Alimron, Alimron Aliyah Qurrata Aini Amilda Amilda Anastasia Putri Sakinah Andarusni Alfansyur Angge Sapto Mubharokh Anin Fikriyah Anzela Ravika Arivan Mahendra Asiana Asiana Asri Karolina Auliani Oktara Ayu Apriana Ayu Feryatma Ayu Nur Shawmi Azzahra Nurul Nadilah Chairun Niswah Choirun Niswah Dea Ispi Rangga Desi Nur Safitri Diana Nurjanah Dina Bahriani Putri Eka Yanuarti Elia Ariani Entin Suwartin Era Afriza Erdiansyah Erin Pebriani Eris Puryanti Ermila Katra Ermis Suryana Fiksi Juita Firiyanto Firiyanto Fitri Ofiyanti Fitri Oviyanti Fitri Puspitasari Fizalika Hafizh Maulana Nugraha Hafizul Husni Hamidah Hamidah Hanum Salsa Bella Helen Sabera Adib Helmi Handoko Hesti Winingsih Hilda Nopriani Hosaini Hosaini Iga Mawarni Indah Dwi Sartika Indah Nur Aziza Alfatonah Indah Wigati Intan Tria Rahayu Inti Yunita Iqbal Mustakim Jeny Talia Jihan Alfi Juli Kustanto Karoma Karoma Kgs. Abdul Gamal Khoirun Naimah Kurnia Dewi Laila Rahmi Hasanah Ludiman Lukman Asha M Soinun Amrillah M. Kharis Fadillah M. Riski Kurniawan Mahdiyah Mardeli Mardeli Mardiah Astuti Marlina Marlina Marlina Marlina Masayu Mutiah Mawangir Mawangir Meilani Aliya Sakinah Meilin Faiza Pramuswari Meilin Faiza PramuswariPramuswari Melysa Ristianti Miftahul Husni Mira Marisa Mirna Kartika Moly Santya Mona Alyaa Sausan Muhamad Afandi Muhamad Ikhsanudin Muhammad Afandi Muhammad Bustomi Muhammad Riza Fajrul Azhar Muhammad Wahyu Ilhami Muhammad Wardiansyah Muhammad Win Afgani Muhtarom Mulyadi Eko Purnomo Muslih Qomarudin Nanda Enita Virgianti Noor Hidayah Novalina Salsabilah Novie Ballianie Nurkholis Ramdhani Nurlaeli Nurlaila Nurlaila Nurviana Nurviana Nyayu Soraya Nyayu Soraya Nyimas Fakhriah Nyimas Yunierti Prihatin Popiyen Suwatila Praja Nugraha Rama Dhaniati Ratih Novianti Rekyan Abdul Halim Riana Lutfi Najiha Rini Sabina Ririn Eka Monicha Rizky Lestari Rizky Oktariyani Rohma Hayati Putri Rohmadi Rohmadi Ruslaini Safitri Ani Sagita Ulandari Saipul Annur Saprina Putri Vannisa Sartika Sartika Selvi Ratna Sari Septia Fahiroh Shevia Indriani Sifa Putri Sasabillah Silvi Ike Fitasari Sindy Febrianti Siti Fatimah Sofyan Sri Pujiati Sri Utami Sugiarto Sugiarto Syarnubi, Syarnubi Tajuddin Hamzah Tria Gustiningsi Tutut Handayani Tyara Maharani Uswatun Hasanah wildan miftahussurur Wildan Miftahussurur Windy Anisa Dewi Wiyanda Vera Nurfajriani Yanti Sumarni Yecha Febrieanitha Yonada Viossa Kisda Yuni Anggraini Zainal Berlian Zhafirah Syarafina Zuhdiyah Zuhdiyah Zuhdiyah Zulhijra Zulhijra Zulhijrah, Zulhijrah ⁠Indah Wigati