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All Journal JURNAL KARSA (Terakreditasi No. 80/DIKTI/Kep/2012) KARSA: Jurnal Sosial dan Budaya Keislaman (Journal of Social and Islamic Culture) Al-Ihkam: Jurnal Hukum dan Pranata Sosial OKARA: Jurnal Bahasa dan Sastra Jurnal Manajemen Pendidikan JURNAL LENTERA : Kajian Keagamaan, Keilmuan dan Teknologi NUANSA: Jurnal Penelitian Ilmu Sosial dan Keagamaan Islam Al-Muaddib : Jurnal Ilmu-Ilmu Sosial & Keislaman PeTeKa Jurnal al-Murabbi Darajat: Jurnal Pendidikan Agama Islam TSAQOFIYA : Jurnal Pendidikan Bahasa dan Sastra Arab KIDDO: Jurnal pendidikan Islam Anak Usia Dini Ulumuna Jurnal Administrasi Pendidikan Islam Muhadasah : Jurnal Pendidikan Bahasa Arab Jurnal Kependidikan Islam Mauriduna : Journal of Islamic studies Bayani Islam Transformatif : Journal of Islamic Studies Jurnal Riset Rumpun Agama dan Filsafat Tadris: Jurnal Pendidikan Islam Al-Qiyadi Jurnal Manajmen Pendidikan Islam Nuansa: Jurnal Penelitian Ilmu Sosial dan Keagamaan Islam Kasyafa: Jurnal Pendidikan Agama Islam QOUBA : Jurnal Pendidikan AL-ADABIYAH: Jurnal Pendidikan Agama Islam Collaborative Jurnal Pendidikan Islam Responsive: Jurnal Manajemen Pendidikan Islam
Achmad Muhlis
Institut Agama Islam Negeri Madura
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

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The Role of the Principal in Improving Student Discipline and Order: Judad Atwi's Perspective Nuril Fitria Hidayati; Achmad Muhlis
Responsive: Jurnal Manajemen Pendidikan Islam Vol. 1 No. 4 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/responsive.v1i4.56

Abstract

The principal's role in improving student discipline is crucial for an educational institution. This is because the principal is a key element in improving the quality of education and is directly responsible for managing all educational processes within the school, particularly in efforts to improve student discipline and order. By addressing the topic of the principal's role in improving student discipline and order, the first objective is to understand the principal's position within educational institutions, particularly in efforts to improve student discipline and order. The second objective is to identify strategies implemented by the principal to improve student discipline and order. This study used a literature review method, referring to various books, particularly from Judad Atwi's perspective. From this discussion, it can be concluded that the principal plays a crucial role in education. One of the principal's responsibilities is to discipline students. The success or failure of a school in terms of discipline depends heavily on the principal, as the responsible party. Therefore, he or she plays a significant role in optimally implementing and enforcing these policies. In an effort to increase students' awareness of order and discipline, school principals need to show attention to school regulations and provide rights and obligations to students in accordance with applicable standards and guidelines. Educational institutions function as educational institutions to shape the character of students from various backgrounds. Furthermore, the principal's strategy in improving student discipline is to provide deterrent sanctions for students who violate the rules. The principal has rules and regulations to establish student discipline if a violation occurs, students can be given verbal or written warnings, and can even be fired from school without any charges. It is the student's obligation to obey all the regulations set by the school principal.
Strategi Menghafal Perspektif Asy-Syarqowi Dalam Pembelajaran Ahmad Agil Hamdani; Achmad Muhlis
Quoba: Jurnal Pendidikan Vol 2 No 2 (2025): 2025
Publisher : PT.Hassan Group Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/qb.v2i2.479

Abstract

Artikel ini membahas strategi menghafal dalam pembelajaran dengan menyoroti perspektif Dr. Anwar Muhammad As-Syarqowi serta relevansinya dalam konteks pendidikan modern. Proses pembelajaran menuntut penerapan strategi yang tepat sesuai dengan tujuan dan karakteristik materi, karena setiap strategi memiliki keunggulan masing-masing, baik untuk memperdalam pemahaman maupun memperkuat daya ingat. Dalam hal ini, menghafal bukan sekadar aktivitas mekanis, melainkan melibatkan dimensi kognitif, emosional, dan metakognitif. Penelitian ini menggunakan metode kepustakaan (library research) dengan menganalisis literatur berupa buku, jurnal, dan tulisan lain yang relevan. Hasil penelitian menunjukkan bahwa strategi menghafal efektif apabila memenuhi empat syarat utama menurut As-Syarqowi, yaitu kejelasan pengetahuan kriteria, kesesuaian konten pembelajaran dengan evaluasi, dukungan guru, serta konsistensi penggunaan strategi. Selain itu, prinsip dasar menghafal yang efektif meliputi kekhususan materi, generativitas, kendali eksekutif (metakognisi), serta kompetensi personal peserta didik. Keberhasilan menghafal juga dipengaruhi motivasi intrinsik maupun ekstrinsik, kesiapan mental, serta konsistensi latihan. Dengan demikian, pemilihan strategi pembelajaran, khususnya strategi menghafal, harus dilakukan secara adaptif dan kontekstual agar dapat mendukung pencapaian tujuan pendidikan, baik pada ranah kognitif, afektif, maupun psikomotor. Artikel ini menegaskan bahwa menghafal memiliki posisi strategis dalam pendidikan modern, asalkan diterapkan dengan pendekatan yang tepat, dialogis, dan humanis.
Pembelajaran Bermakna Berbasis Teori Ausubel Menurut As-Sarqawi Dalam PAI Jannah, Wirwahatul; Muhlis, Achmad
Bayani Vol 5 No 2 (2025): Bayani: Jurnal Studi Islam
Publisher : LPPAIK Universitas Muhammadiyah Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52496/bayaniV.5I.2pp248-260

Abstract

The teaching of Islamic Religious Education (PAI) in schools often emphasizes memorization, which tends to neglect the practical application of Islamic values in daily life. This article aims to examine the integration of Ausubel’s meaningful learning theory with As-Sarqawi’s perspective as an effort to create more effective PAI learning. The method used is a literature review through the analysis of relevant books, journals, and articles. The findings indicate that Ausubel’s concept of advance organizers can be applied through Qur’anic verses or Hadiths as the initial framework of learning. Integrating this with As-Sarqawi’s concept of ta’dib ensures that learning not only enriches knowledge but also shapes Islamic character. In topics such as gossip (gibah) and verification of information (tabayun), this model helps students understand the concepts deeply while fostering critical awareness in the digital era. Thus, the integration of Ausubel and As-Sarqawi presents PAI learning that is meaningful, contextual, and relevant to modern challenges.
Teori Belajar Operant Conditioning B.F Skinner Menurut Al-Syarqawi Dalam Pendidikan Agama Islam Lutfiyah; Muhlis, Achmad
Bayani Vol 5 No 2 (2025): Bayani: Jurnal Studi Islam
Publisher : LPPAIK Universitas Muhammadiyah Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52496/bayaniV.5I.2pp261-278

Abstract

The problem of low student motivation, discipline, and engagement in learning is a major challenge in education. Islamic Religious Education (PAI) plays a crucial role in shaping students' character and behavior in accordance with religious values. In this study, the researcher examines how B.F. Skinner's Operant Conditioning theory is applied in Islamic Religious Education learning. The problem formulation is how the concept of Operant Conditioning theory is applied in PAI, its impact on student behavior, and how this theory can be adapted to suit religious values ??and child protection. The study used a literature review method with descriptive analysis. The results show that positive reinforcement such as praise and rewards are effective in fostering good behavior in accordance with Islamic values. Punishment is still used, but in a way that is not harmful and in accordance with child protection regulations in Indonesia. The main criticism is that this theory does not pay enough att ention to aspects of students' intentions and spiritual values, so a more holistic and child-friendly approach is needed. The advantages of this theory are that it can motivate students through consistent rewards and create a positive and structured learning environment. In conclusion, Operant Conditioning theory remains relevant when combined with local religious and cultural values ??for more meaningful learning and to shape students' overall character. Teachers are advised to use positive reinforcement and punishment wisely for best results.
Motivasi Intrinsik dalam Perspektif Muhammad Anwar Al-SyarQawi Ba'ina, Sitti; Muhlis, Achmad
Bayani Vol 5 No 2 (2025): Bayani: Jurnal Studi Islam
Publisher : LPPAIK Universitas Muhammadiyah Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52496/bayaniV.5I.2pp289-302

Abstract

This study aims to analyze the nature, advantages, and weaknesses of intrinsic motivation based on the views of Anwar Muhammad Al-Syarqawi. The learning process in the classroom is often still stuck in the routine of delivering material without providing enough space for students to find intrinsic motivation, so that students tend to understand learning as limited to memorization, while aspects of attitude change and personality formation are not paid much attention. This study uses a qualitative approach of library research with the main source of the book Al-Ta'allum Al-Nadhariyat wa Al-Tatbiqiyyah by Al-Syarkawi. The results of the study show that intrinsic motivation according to Al-Syarkawi is rooted in the spiritual and cognitive drive of individuals, which has great potential in shaping meaningful learning, but requires the support of educators in its application. Intrinsic motivation from the Syarkawi perspective has several advantages, namely it can trigger the spirit of learning naturally and sustainably, has a strong spiritual and cognitive foundation, tends to produce more meaningful learning and lasting behavioral changes. Apart from the advantages there are also disadvantages, namely it is highly dependent on the internal conditions of the individual, difficult to measure or imposed externally by the educator or the learning environment, requires educators who are not only able to provide stimulation, and the last is less effective for students who are not fully able to connect learning with spiritual values or deeper life goals.
KONSEP MOTIVASI BELAJAR MENURUT IMAM AS-SYARKAWI DAN RELEVANSINYA DENGAN PEMBELAJARAN PAI Munaweroh, Lailatul; Muhlis, Achmad
Bayani Vol 5 No 2 (2025): Bayani: Jurnal Studi Islam
Publisher : LPPAIK Universitas Muhammadiyah Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52496/bayaniV.5I.2pp318-328

Abstract

Learning motivation is one of the key factors determining the success of the educational process. It serves as a driving force, a guide, and a reinforcement for learning behavior, making its presence essential in every educational activity. This article aims to examine the concept of learning motivation according to Imam As-Syarkawi and its relevance to Islamic Religious Education (PAI). The method employed is a library study by reviewing Imam As-Syarkawi’s works and related literature on both classical and modern perspectives of learning motivation. The study reveals that Imam As-Syarkawi defines motivation as an impulse arising from both physical and spiritual needs that drives individuals toward specific goals. Motivation, in his view, originates from internal factors such as human nature (fitrah), faith, and intention, as well as external factors such as teachers, the learning environment, rewards, and punishments. The ultimate purpose of learning motivation, according to him, is not merely academic achievement but also self-perfection and closeness to Allah SWT. The relevance of this concept to Islamic Religious Education can be seen in four aspects: fulfilling students’ spiritual needs, integrating internal and external factors through the teacher’s role, applying targhib (encouragement through promised rewards) and tarhib (warning through threats of sin) as incentives, and orienting learning motivation toward shaping faithful and virtuous Muslim personalities. Thus, Imam As-Syarkawi’s thought provides both theoretical and practical foundations for fostering holistic learning motivation in Islamic education
ARAH DAN KONSEP PENJAMINAN MUTU PENDIDIKAN ISLAM PERSPEKTIF RUSYDI AHMAD THOIMAH Rahman, Kholilur; Muhlis, Achmad
Jurnal Manajemen Pendidikan Vol. 10 No. 4 (2025): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v10i4.1037

Abstract

This study explores the direction and concept of quality assurance in Islamic education from the perspective of Rusydi Ahmad Thoimah. In his view, educational quality is not limited to academic achievement but represents a comprehensive process encompassing moral development, competence enhancement, and continuous institutional improvement. The research employed a library study with a descriptive qualitative approach. The data were thematically analyzed through reduction, presentation, and conclusion drawing. The findings indicate that Thoimah’s concept of Islamic education quality assurance highlights the integration of spiritual, intellectual, and social aspects. His holistic framework covers educational objectives, curriculum, teaching strategies, teachers, learners, and evaluation. This perspective aligns with modern quality assurance principles based on continuous quality improvement while remaining rooted in Islamic values. The novelty of this research lies in demonstrating the relevance of Thoimah’s thought to contemporary systems of Islamic education quality assurance. The study contributes theoretically to the discourse on Islamic education quality and practically to the implementation of quality standards in Islamic educational institutions.
Implementasi Standar Mutu Pendidikan Menurut Rusydi Ahmad Thu'aimah Fayyad AS, Moh; Muhlis, Achmad
Al-Qiyadi Jurnal Manajmen Pendidikan Islam Vol. 3 No. 2 (2025): Desember 2025
Publisher : STIT Fatahillah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62274/al-qiyadi.v3i2.268

Abstract

Educational quality standards, as emphasized by Rusydi Ahmad Thu’aimah, stress the comprehensive development of students, encompassing academic, moral, spiritual, social, and managerial aspects. Educational quality is understood as the ability of an institution to foster the potential of students in cognitive, affective, and psychomotor domains, in accordance with Islamic values and societal needs. To realize these quality standards, educational institutions require a relevant curriculum, effective learning, professional educators, a conducive learning environment, and well-directed management. The implementation of educational quality management involves systematic planning, execution, and supervision. Planning includes setting objectives, strategies, needs analysis, and performance indicators, involving all school members to build a shared vision. Implementation is carried out through educational programs that support comprehensive quality achievement, including teacher competency improvement, standardized learning management, and collaboration with the community. Supervision through monitoring, evaluation, and feedback ensures alignment with quality standards and promotes continuous improvement. Thus, educational quality management serves as a strategic mechanism to translate Thu’aimah’s quality standards into practical application, producing students who are knowledgeable, morally upright, and beneficial to society.
Efesiensi Penerapan Kurikulum pada Pendidikan Islam di Era Globalisasi dalam Perspektif Ahmad Rusydi Thu’aimah Sukron; Muhlis, Achmad; Jasuli; Iklilullah
Al-Qiyadi Jurnal Manajmen Pendidikan Islam Vol. 3 No. 2 (2025): Desember 2025
Publisher : STIT Fatahillah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62274/al-qiyadi.v3i2.271

Abstract

This study aims to analyze the efficiency of curriculum implementation in Islamic education in the era of globalization, using Ahmad Rusydi Thu’aimah's perspective as the theoretical basis. The research method used is a literature review enriched with a comparative analysis of various previous studies from the reputable journal SINTA. The results indicate that Thu’aimah's curriculum principles, including material relevance, functional content selection, a communicative learning approach, and competency orientation, are highly relevant in improving the efficiency of the Islamic education curriculum. The integration of Islamic values with 21st-century competencies has proven to produce a curriculum that is adaptive, effective, and maintains Islamic identity. However, the implementation of an efficient curriculum faces several obstacles, such as low teacher digital literacy, resistance to innovation, and limited technological resources in some Islamic educational institutions. This study confirms that implementing Ahmad Rusydi Thu’aimah's curriculum principles can be a strategic solution to strengthen the quality and competitiveness of Islamic education amidst global challenges
Efektivitas Metode Storytelling dalam Pembelajaran Bahasa Arab bagi Siswa Nonpenutur Asli Asyiah, Siti; Achmad Muhlis; Aynul Mardhiyah
TSAQOFIYA : Jurnal Pendidikan Bahasa dan Sastra Arab Vol 7 No 2 (2025): Tsaqofiya: Jurnal Pendidikan Bahasa dan Sastra Arab
Publisher : Jurusan Pendidikan Bahasa Arab IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/ctsw2b74

Abstract

Arabic language comprehension at the madrasah level presents challenges due to students' limited exposure to the language and the prevalence of traditional learning methods. This study evaluates the effectiveness of the storytelling method in enhancing Arabic language skills at MAN Sumenep. Employing a quantitative approach, the research utilized a one-group pre-test and post-test experimental design. The assessment instruments included tests for listening, speaking, reading, and writing, followed by descriptive and inferential statistical analysis (paired t-test and Pearson correlation). The results indicated significant improvements across all skills, with an average score increase of 17.45 points (28.56%). The t-test produced a significant value (p < 0.001), while the correlation analysis revealed a moderate but statistically insignificant positive relationship (r = 0.439; p = 0.561). In conclusion, the storytelling method effectively promotes enhancements in both receptive and productive Arabic skills, while also fostering students' learning motivation, participation, and critical thinking abilities. These findings suggest that storytelling is an innovative approach to teaching Arabic within the madrasah context. Abstrak Pemahaman bahasa Arab di tingkat madrasah masih menjadi tantangan akibat rendahnya eksposur siswa terhadap bahasa tersebut serta dominasi metode pembelajaran tradisional. Penelitian ini bertujuan untuk mengevaluasi efektivitas metode storytelling dalam meningkatkan keterampilan berbahasa Arab di MAN Sumenep. Penelitian menggunakan pendekatan kuantitatif dengan desain eksperimen one-group pre-test and post-test. Instrumen yang digunakan meliputi tes menyimak, berbicara, membaca, dan menulis, dengan analisis statistik deskriptif dan inferensial (uji paired t-test dan korelasi Pearson). Hasil menunjukkan peningkatan signifikan pada seluruh keterampilan, dengan rata-rata kenaikan skor 17,45 poin (28,56%). Uji t menghasilkan nilai signifikan (p < 0,001), sedangkan uji korelasi menunjukkan hubungan positif sedang namun tidak signifikan (r = 0,439; p = 0,561). Kesimpulannya, metode storytelling secara efektif mendorong peningkatan keterampilan reseptif dan produktif bahasa Arab, serta turut memperkuat motivasi belajar, partisipasi, dan kemampuan berpikir kritis siswa. Temuan ini merekomendasikan storytelling sebagai pendekatan inovatif dalam pengajaran bahasa Arab di lingkungan madrasah.
Co-Authors Ach. Aldi Rofiqi Achmad Yusuf Afcarina Izzati, Najwa Ahmad Agil Hamdani Ahmad Fauzun Karim Akhwan Muhlis, Mokhammad Ali Nurhadi Arini, Robby Ashar Fathur Rohman Asyiah, Siti Aynul Mardhiyah Aziz, Thorik Ba'ina, Sitti Baiquni, Ach Cicik Aini Fayyad AS, Moh Habibur Rahman Hannan, Abd. Hayatullah, Imam Khomaeni Heni Listiana Iik Arifin Mansurnoor Iklilullah JANNAH, FARIDATUL Jannah, Wirwahatul Jasuli Jasuli, Jasuli Juhairiyah Juhairiyah Khairunnafi Kholilur Rahman, Kholilur Kusharyati, Indah Lutfiyah Maidita, Fariska Septi Maimun Masna Nurfadilah Masyithah Mardhatillah, Masyithah Moch. Cholid Wardi Moh. Iqbal Hadzafi Moh. Zaiful Rosyid Mohammad Muchlis solichin Munafiah, Nida’ul Munaweroh, Lailatul Mutammimah, Darun Nada, Zilfania Qathrun Nuril Fitria Hidayati Nuruddin, Mohammad Putri, Laili Azkiya Qathrun Nada, Zilfania Reswari, Ardhana Ria Astuti Rosfalia Nabila , Dina Septiadi, Dimas Danar Shiddiq, Jamaluddin Sholihah, Kamilatus sukron Syaiful Rizal Urmilawati, Suci Vargheese K J Wahab Syakhirul Alim Wahyuningrum, Sri Rizqi Wardi, Moch. Chalid Yuniatari, Yuniatari Yusuf, Achmad Zainul Arifin