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All Journal JURNAL TADRIS STAIN PAMEKASAN Edu Sains: Jurnal Pendidikan Sains dan Matematika Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal al-Ulum : Jurnal Pemikiran dan penelitian ke-Islaman Jurnal Ahsana Media : Jurnal Pemikiran, Pendidikan dan Penelitian ke-Islaman Tadris: Jurnal Pendidikan Islam ATTAQWA: Jurnal Pendidikan Islam dan Anak Usia Dini Jurnal Manajemen dan Pendidikan Agama Islam Al-Thifl: Jurnal Pendidikan Anak Usia Dini Advances In Education Journal MUBTADI: Jurnal Pendidikan Ibtidaiyah
Moh. Afiful Khair
Universitas Islam Madura
Religion Humanities Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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RESTORASI PERAN PENDIDIKAN ISLAM DALAM TATANAN KEHIDUPAN SOSIAL Khair, Moh. Afiful
TADRIS: Jurnal Pendidikan Islam Vol 8 No 2 (2013)
Publisher : State Islamic Institute of Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (152.136 KB) | DOI: 10.19105/tjpi.v8i2.393

Abstract

Tulisan ini menguraikan sejumlah realitas sosial yang masih menjadi problema sebagian umat Islam dan bangsa Indonesia, misalnya konflik sosial dengan beragam latar belakang, kemiskinan, dan disorientasi kehidupan. Juga diuraikan tentang kondisi riil pendidikan Islam yang belum mampu memberikan kontribusi ke arah perbaikan kondisi tersebut. Terakhir, tulisan ini menyarankan pentingnya pendidikan Islam mengambil bagian untuk mengembangkan potensi fitrah manusia menuju terbentuknya manusia paripurna, yakni manusia yang memiliki kesalehan spiritual dan kesalehan sosial.
Implementasi Nilai Moderasi Beragama Pada Siswa Melalui Pembelajaran Aswaja NU di Madrasah Tsanawiyah As-Sirojiyah Palengaan  Laok Pamekasan Alfan Elsandi Ramadani; Moh. Afiful Hair
Advances In Education Journal Vol. 2 No. 2 (2025): Advances In Education Journal (Oktober)
Publisher : Yayasan Al-Afif

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Abstract

Penelitian ini mengkaji penerapan nilai-nilai moderasi beragama dalam pembelajaran Aswaja NU di MTs As-Sirojiyah Palengaan Laok, yang dilatarbelakangi oleh maraknya perilaku intoleran di kalangan pelajar, seperti intimidasi dan bullying. Tujuan penelitian ini adalah untuk mendeskripsikan proses penerapan, teknik evaluasi, serta faktor penghambat nilai-nilai moderasi beragama dalam pembelajaran. Penelitian ini menggunakan metode kualitatif dengan jenis fenomenologi dan pendekatan deskriptif. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis melalui tahapan reduksi, penyajian, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa penerapan moderasi beragama tercermin pada nilai tawassuth (moderat), tawazun (seimbang), tasamuh (toleransi), dan i’tidal (adil). Evaluasi guru dilakukan melalui pemberian soal terkait pemahaman moderasi beragama dan pengamatan langsung terhadap sikap peserta didik. Faktor penghambat penerapan nilai moderasi beragama meliputi faktor internal yang berasal dari diri peserta didik dan faktor eksternal berupa lingkungan keluarga maupun masyarakat.
IMPLEMENTASI METODE PEMBELAJARAN COOPERATIVE LEARNING TEKNIK THINK PAIR SHARE UNTUK MENINGKATKAN KEAKTIFAN BELAJAR SISWA DI SEKOLAH MENENGAH PERTAMA ISLAMIYAH ASSYAFI'IYAH TAMBERU AGUNG BATU MARMAR PAMEKASAN Nopiyatul Fittri; Moh. Afiful Hair
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Processed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.64125

Abstract

This study aims to describe the implementation of the Cooperative Learning method with the Think Pair Share (TPS) technique in increasing student learning activity at Assyafi'iyah Tamberu Agung Batu Marmar Pamekasan Islamic Junior High School and to identify factors that support the effectiveness of its implementation. The research is motivated by the low participation of students during the learning process which is indicated by the lack of courage to ask questions, express opinions, and participate in class discussions as described in the research proposal. The study uses a qualitative approach with a phenomenological research type. Data were obtained through observation, in-depth interviews, and documentation of the principal, Islamic Religious Education teachers, and students as the main data sources. Data analysis was carried out using the interactive model of Miles, Huberman, and Saldana which includes data condensation, data presentation, and drawing conclusions, while the validity of the data was tested through triangulation of sources, techniques, and time. The results of the study indicate that the implementation of the Think Pair Share technique is able to create more participatory learning through the stages of independent thinking (think), discussing in pairs (pair), and sharing the results of the discussion in front of the class (share). These stages provide equal opportunities for each student to develop the courage to express opinions, improve communication skills, and build cooperation between students. Increased activeness is evident from the increasing intensity of asking questions, answering questions, presenting arguments, and student involvement during the learning process. However, the effectiveness of implementing this method is influenced by the teacher's readiness in managing the class, student characteristics, and learning time management. This study concludes that the Cooperative Learning method, using the Think Pair Share technique, is a relevant learning strategy for increasing student learning activeness in Islamic Religious Education subjects because it is able to transform learning from teacher-centered to student-centered learning.
PENERAPAN STRATEGI PEMBELAJARAN ACTIVE KNOWLEDGE SHARING DALAM PENINGKATAN HASIL BELAJAR PENDIDIKAN AGAMA ISLAM Mohammad Hadir; Moh. Afiful Hair
Al-Thifl: Jurnal Pendidikan Anak Usia Dini Vol 2 No 1 (2025): Al-Thiefl : Jurnal Pendidikan Anak Usia Dini
Publisher : STAI Nusantara Banda Aceh

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Abstract

This research was motivated by the low achievement of student learning outcomes in Islamic Religious Education (PAI) subjects at SMP Negeri 2 Proppo Pamekasan, which shows the need for implementing innovative learning strategies. The focus of this research is the application of the Active Knowledge Sharing (AKS) strategy in improving PAI learning outcomes, as well as identifying supporting and inhibiting factors that arise in the process. The aim of this research is to describe the implementation of the AKS strategy in class IX SMPN 2 Proppo, as well as explain the contribution of this strategy to improving student learning outcomes. The type of research used is qualitative research with a phenomenological approach. Primary data sources were obtained through interviews with school principals, PAI teachers and students, as well as direct observation of teaching and learning activities. Secondary data is supported by documentation in the form of school profiles, learning tools and grade archives. Data collection techniques were carried out using participant observation, in-depth interviews, and documentation studies. The data obtained was analyzed through data reduction, data presentation, and drawing conclusions. The results of the research show that the implementation of the Active Knowledge Sharing learning strategy in Islamic Religious Education subjects at SMP Negeri 2 Proppo Pamekasan is effective. This strategy encourages students to be more active, dare to discuss and share knowledge with each other so that understanding of the material increases and the class atmosphere becomes conducive and participatory. Supporting factors include student enthusiasm and enthusiasm, a dynamic classroom atmosphere, school support, and teacher creativity. However, there are still obstacles such as differences in academic abilities, lack of self-confidence for some students, limited discussion time, and diverse family backgrounds. Overall, this strategy contributes positively to increasing student participation and learning outcomes, although further efforts are still needed to overcome existing obstacles so that its implementation is more optimal.
IMPLEMENTASI COOPERATIVE LEARNING TEKNIK STAD UNTUK MENINGKATKAN MINAT BELAJAR SISWA PADA MATA PELAJARAN SKI Izza Alvia Agustin; Atnawi; Moh. Afiful Hair
MUBTADI: Jurnal Pendidikan Ibtidaiyah Vol. 8 No. 1 (2026)
Publisher : UIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/mubtadi.v8i1.25474

Abstract

This study aims to describe the implementation of the cooperative learning method with the Student Teams Achievement Division (STAD) technique in increasing student learning interest in the subject of Islamic Cultural History (Sejarah Kebudayaan Islam/SKI), as well as to analyze the supporting and inhibiting factors of its implementation. This research uses a qualitative approach with a descriptive type of study. The subjects were one SKI teacher and all students (28 students) in a single class selected through purposive sampling because it showed indications of low learning interest in SKI. Data collection instruments included observation, interviews, and documentation, which were then analyzed through data reduction, data display, and conclusion drawing. The results show that STAD implementation was carried out through the stages of material presentation, formation of heterogeneous groups, group work, individual quizzes, and group rewards. The application of this technique was proven to increase student learning interest, indicated by increased activeness, enthusiasm, cooperation, and participation of students across three sessions of the SKI learning process. Supporting factors include the teacher's readiness in designing cooperative learning and the support of learning media, while inhibiting factors include limited time allocation and the diverse academic abilities of students within a group. These findings offer a practical model for implementing STAD in SKI instruction at the Islamic elementary school level and reinforce empirical evidence that combining team competition with individual accountability in STAD effectively fosters learning interest in history-based subjects traditionally taught verbally.
Co-Authors Agus Budiyono Alfan Elsandi Ramadani Arin Wildani Atnawi Evi Fatimatur Rusydiyah Firdausiyah Firdausiyah Izza Alvia Agustin Maulidatul Laily Mohammad Hadir Nopiyatul Fittri