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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan Indonesia Indonesian Journal of Islam and Muslim Societies Jurnal Inspirasi Pendidikan An-Nida' Abjadia, International Journal of Education Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar Tadrib: Jurnal Pendidikan Agama Islam INSAN Jurnal Psikologi dan Kesehatan Mental Masyarakat, Kebudayaan dan Politik E-Dimas: Jurnal Pengabdian kepada Masyarakat Jurnal Ilmiah Peuradeun JKI (Jurnal Konseling Indonesia) al-Afkar, Journal For Islamic Studies Pendas : Jurnah Ilmiah Pendidikan Dasar Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Jurnal al-Ulum : Jurnal Pemikiran dan penelitian ke-Islaman At-Ta'dib: Jurnal Ilmiah Prodi Pendidikan Agama Islam International Journal of Elementary Education FONDATIA Jurnal EDUCATIO: Jurnal Pendidikan Indonesia al-Aulad: Journal of Islamic Primary Education Islamika: Jurnal Keislaman dan Ilmu Pendidikan J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) Jurnal Eduscience (JES) MADROSATUNA : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Hikmah Ilmuna: Jurnal Studi Pendidikan Agama Islam At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Intelegensia : Jurnal Pendidikan Islam Journal of Islamic and Contemporary Psychology Didaktika Religia Journal of Educational Management Research Proceeding of International Conference of Islamic Education KONSELOR Muta'allim: Jurnal Pendidikan Agama Islam Jurnal Kajian Bimbingan dan Konseling
Wahyuni, Esa Nur
Fakultas Tarbiyah Dan Ilmu Keguruan, Universitas Islam Negeri Maulana Malik Ibrahim Malang
Religion Arts Humanities Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Mechanical Engineering Neuroscience Public Health Social Sciences Other

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Strategies for students’ well-being development: the task-oriented classroom approach Wahyuni, Esa Nur; Maksum, Ali; Aziz, Rahmat; Mangestuti, Retno
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 1: February 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i1.30158

Abstract

Promoting students’ well-being is a vital aspect of education. Creating a conducive classroom learning environment is essential, and task orientation plays a significant role. This paper aims to explore three research objectives related to the influence of the learning environment on student well-being by focusing on creating a task-oriented learning environment. The study employs a quantitative approach with a cross-sectional study design. The study analyzed 1,698 students (676 male and 994 female students) from nine cities in East Java, Indonesia. The results of the simultaneous regression analysis showed that R=.578, R2=.334, and p<.10. The learning environment was found to predict student well-being by 33.4% significantly. At the same time, task orientation was identified as the most dominant factor affecting student well-being. The study’s findings suggest that task orientation could be a solution to enhance student well-being in classroom learning practices. This study suggests the need for teacher development to improve teachers’ professional ability to facilitate learning in the classroom. Future research should consider using central variables, including moderating and intervening variables, to explore the relationship between the learning environment and student well-being.
Pengembangan Modul Matematika Berbasis Lectora Inspire Untuk Meningkatkan Pemahaman Tentang Kecepatan dan Debit Siswa Madrasah Ibtidaiyah Suhartono, Suhartono; Wahyuni, Esa Nur; Irawan, Wahyu Henky
Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Al-Madrasah Vol. 9, No. 2 (April 2025)
Publisher : Sekolah Tinggi Ilmu Al-Qur'an (SIQ) Amuntai Kalimantan Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/am.v9i2.4790

Abstract

Hasil belajar siswa merupakan salah satu alat ukur untuk melihat capaian seberapa jauh siswa dapat menguasai materi pelajaran yang telah disampaikan oleh guru. Dari hasil wawancara dengan guru yang menjabat sebagai guru kelas dan guru mata pelajaran. Bahwa kelas V di MI Hasyim Asy'ari Dampit termasuk kelas yang aktif, tetapi peserta didik tetap antusias mengikuti pelajaran. Rumusan masalah yaitu Bagaimana pengembangan modul kecepatan dan debit berbasis lectora inspire  secara desaign? Apakah modul kecepatan dan debit berbasis lectora inspire  dapat meningkatkan hasil belajar ? Apakah modul efisien dalam meningkatkan hasil belajar Matematika materi kecepatan dan debit?. Pada bagian metode yang dilakukan oleh peneliti untuk memperoleh proses dan hasil yang sistematis dan relevan. Penelitian yang dilakukan jenisnya adalah R&D (resourch and development), dengan model pengembangan ADDIE. Kevalidan media e-modul berbasis secara kesuluran jika diprosentasekan hasilnya 86%. Kevalidan materi e-modul berbasis lectora inspire  secara keseluruhan jika diprosentasekan mencapai 90%. Kevalidan pembelajaran dari e-modul berbasi lectora inspire  secara keseluruhan jika diprosentasekan diperoleh hasil 89%. Dengan kreteria “sangat layak” digunakan dalam pembelajaran. Adapun dari data tabel diatas uji t signifikasinya dari perlakuan terhadap sampel kelas VA (kelas kontrol) posttest dan kelas VB (kelas eksperimen) e posttest. Menunjukkan bahwa hasil sinifikasi <0,05 maka hipotesis dapat berhasil. Adapun signifikansi perlakuan posttest dan E posttest dari tabel diatas memperoleh data 0,01 maka hipotesis variabel Y dalam penelitian dinyatakan berhasil.
The Relationship between Religiosity and Peer Social Support with Student Courtesy Behavior Azzahro', Adibatul Bahiroh; Wahyuni, Esa Nur; Sudirman, Sudirman
ISLAMIKA Vol 7 No 3 (2025): JULI
Publisher : Pendidikan Agama Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/islamika.v7i3.5729

Abstract

This study addresses growing concerns over declining moral standards among university students in the context of globalization and rapid technological advancement, with a particular focus on examining the influence of religiosity and peer social support on polite behavior among students at UIN Malang. Utilizing a correlational quantitative research design, data were collected from 271 respondents selected through the Cochran sampling technique. Structured questionnaires served as the primary data collection instrument, and the responses were analyzed using multiple linear regression. The findings indicate a statistically significant joint influence of religiosity and peer social support on polite behavior, as evidenced by an F-test significance value of 0.000 < 0.05, and a combined explanatory power of 54.4%. Notably, peer social support exerted a stronger effect (β = 1.050) on students’ courteous behavior compared to religiosity (β = 0.155), highlighting the prominent role of social interactions in shaping moral conduct. These results underscore the importance of fostering a supportive peer environment as a key strategy for promoting ethical behavior among university students, alongside ongoing efforts to reinforce religious values. The study contributes to the understanding of behavioral development in higher education and suggests actionable insights for student affairs practitioners and educators aiming to enhance moral character in academic settings.
The Influence of PAI Learning, Parental Social Support, and Peer Quality on Prosocial Attitudes of Junior High School Students in Malang City Cahayaningsih, Ica Putri; Wahidmurni, Wahidmurni; Wahyuni, Esa Nur
ISLAMIKA Vol 7 No 3 (2025): JULI
Publisher : Pendidikan Agama Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/islamika.v7i3.5797

Abstract

This study investigates the factors influencing prosocial attitudes among junior high school students, focusing on Islamic Religious Education (PAI) learning, parental social support, and peer quality. The research aims to analyze the effects of these variables on students’ prosocial behavior and to examine the moderating role of peer quality. Employing a quantitative correlational design, the study involved 155 randomly selected eighth-grade students from three schools in Malang City (SMPN 12 Malang, SMP Lab UM, and MTs Muhammadiyah 1 Malang). Data were collected via a validated and reliable Likert-scale questionnaire and analyzed using multiple linear regression and moderated regression analysis (MRA). Results indicate that both PAI learning and parental social support significantly influence prosocial attitudes (p < 0.001 and p = 0.011, respectively), whereas peer quality did not demonstrate a significant moderating effect (p > 0.05). These findings suggest that the internalization of PAI values and supportive parenting are primary determinants of prosocial behavior, independent of peer relationship quality. The study concludes that educational and familial environments serve as crucial foundations for fostering prosocial attitudes, with peer interactions providing supplementary support. Practically, schools are encouraged to enhance contextualized and applicative PAI instruction, while parents should strengthen emotional and instrumental support. This research contributes to developing an integrative character education model that bridges school, family, and social environments.
Talent Management for The Development of Quality Teaching Staff Hadi, Rizal; Abd Haris; Esa Nur Wahyuni
Journal of Educational Management Research Vol. 4 No. 2 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i2.975

Abstract

Improvements in education quality are highly dependent on the competence of educators and educational staff, which requires effective talent management. This study aims to describe and analyze the process of identifying, developing, and retaining talent, as well as its impact on the quality of educational personnel in schools. The research method employed is a case study with a qualitative approach, utilizing interviews, observations, and documentation, which were analyzed using thematic analysis with NVivo 12 Pro. Research findings indicate that the talent identification process begins with identifying needs, followed by establishing acquisition strategies, competency-based selection, and talent mapping; talent development through training and workshops improves the performance of educators; retention efforts through appropriate incentives play a crucial role in retaining high-quality educators; and talent management contributes to the development of competencies among educators and educational staff as well as academic achievements of students. This research is important for optimizing human resource management in education.
Efforts of Islamic Religious Education Teachers in Developing Learning Independence in Broken Home Students Khotimah, Dewi Khusnul; Sutiah, Sutiah; Wahyuni, Esa Nur
Hikmah Vol. 22 No. 1 (2025): Januari-Juni 2025
Publisher : Sekolah Tinggi Agama Islam Sumatera Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53802/hikmah.v22i1.476

Abstract

Family broken home has the potential to reduce children's psychological, social, and academic aspects, including the important character of independent learning in educational achievement. This study highlights the urgency of a holistic approach to Islamic Education that encompasses cognitive, affective, and spiritual dimensions, especially in guiding students from broken homes. The objectives are to describe the learning independence characteristics of students at SD Kartika Nawa Turen, analyze the role of Islamic education teachers in its development, and assess its impact on students' behavior and learning processes. This study employs a qualitative approach using the case study method. Data collection techniques include observation, interviews, and documentation, analyzed using the Miles and Huberman model. The results indicate that students' learning independence is still low. Islamic Education teachers implement positive habit-forming strategies, modeling, emotional-spiritual approaches, and collaboration with parents. These strategies have proven effective in enhancing self-awareness, responsibility, and reducing students' dependence. This study makes an important contribution to the application of affective approaches in Islamic Education learning in challenging environments.
Qur’anic Curriculum: Development of an Islamic Religious Education Curriculum with Makkiyah-Madaniyah Theory Afwadzi, Benny; Wahyuni, Esa Nur; Sulalah, Sulalah
An-Nida' Vol 47, No 2 (2023): December
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyrakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/an-nida.v47i2.27610

Abstract

The Islamic Religious Education (IRE) curriculum encounters many challenges. One of the challenges is the inferiority of Muslims in developing an IRE curriculum based on Islamic tradition and only relying on the development of educational theories from the West. For this reason, this article examines the development of the IRE curriculum using the makkiyah-madaniyah theory. The purpose is to present an overview of IRE curriculum development using Islamic traditions that are often forgotten. This article uses a qualitative approach with the library research method. After understanding the makkiyah-madaniyah discourse, this article concludes that IRE curriculum development has two models: attention to psychological and sociological aspects. In psychological aspects, IRE educators at the primary level must pay attention to the context of the Makkiyah period, such as the editorial verses of the Qur'an tend to be short and rhyming so that learning and evaluation material should be delivered using a short and rhyming strategy. Emphasis on reward and punishment, aqeeda and moral learning content; and the use of storytelling and illustration (tamtsil) methods should also be a concern in the IRE at this level. Meanwhile, at the secondary level, educators can use the madaniyah model, namely, more extended learning and evaluation material and emphasizing the content of Islamic jurisprudence learning. The sociological aspect applies contextually because of the differences in social conditions between the Prophet Muhammad and us today. The focus of the sociological aspect is divided into two, namely, the sociology of students and the needs of society. Contextual is an approach suitable to be applied in this sociological aspect.Abstrak: Kurikulum Pendidikan Agama Islam (PAI) menemui banyak tantangan. Salah satu tantangannya adalah inferioritas Muslim dalam mengembangkan kurikulum PAI berdasarkan khazanah Islam dan hanya mengandalkan perkembangan teori-teori pendidikan dari Barat. Dengan alasan itulah, artikel ini mengkaji pengembangan kurikulum Pendidikan Agama Islam dengan teori makkiyah-madaniyah, yang disebut oleh penulis sebagai kurikulum Qur’ani. Tujuan artikel ini adalah untuk menyajikan gambaran pengembangan kurikulum PAI dengan tradisi keislaman yang acapkali terlupakan. Artikel ini menggunakan pendekatan kualitatif dengan metode studi pustaka. Setelah memahami diskursus makkiyah-madaniyah, artikel ini menyimpulkan bahwa ada dua model pengembangan kurikulum PAI: perhatian terhadap aspek psikologis dan sosiologis. Dalam aspek psikologis, pendidik PAI pada tingkatan dasar harus memperhatikan konteks pada periode makkiyah seperti redaksi ayat Al-Qur’an yang cenderung pendek dan berima sehingga materi pembelajaran dan evaluasi sebaiknya disampaikan dengan strategi pendek dan berima. Penekanan pada reward dan punishment; penekanan pada konten pembelajaran akidah dan moral; dan penggunaan metode bercerita dan ilustrasi (tamtsil) juga seharusnya menjadi perhatian dalam kurikulum PAI di tingkatan dasar. Sementara itu, pada tingkatan menengah, pendidik dapat memakai model madaniyah, yakni materi pembelajaran yang lebih panjang sebagaimana redaksi ayat-ayat madaniyah yang cenderung panjang dan penekanan pada konten pembelajaran hukum fikih yang memang agak sulit dipahami oleh peserta didik. Adapun aspek sosiologis berlaku secara kontekstual, sebab perbedaan kondisi sosial antara Nabi Muhammad saat Al-Qur’an diturunkan dengan kondisi umatnya pada masa sekarang. Fokus aspek sosiologis terbagi menjadi dua, yakni sosiologi peserta didik dan kebutuhan masyarakat. Kontekstual adalah pendekatan yang cocok diaplikasikan dalam aspek sosiologis ini.
IMPLEMENTING THE MULTIPLE INTELLIGENCES LEARNING MODEL TO ENHANCE ISLAMIC RELIGIOUS EDUCATION OUTCOMES FOR CHILDREN WITH SPECIAL NEEDS IN INCLUSIVE AND SPECIAL SCHOOLS IN MALANG, INDONESIA Uma, Yuli Choirul; yasin, Ahmad Fatah; Wahyuni, Esa Nur
Jurnal Al-Ulum : Jurnal Pemikiran dan Penelitian Ke-Islaman Vol 12 No 3 (2025): al-Ulum: Journal of Islamic Education, Research and Thought
Publisher : Universitas Islam Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31102/alulum.12.3.2025.299-310

Abstract

This study aims to describe the implementation of the Multiple Intelligences (MI) based learning model in improving the learning outcomes of Islamic Religious Education (PAI) for Children with Special Needs (ABK) at Saleh Children's Elementary School Malang and SLB Autisme River Kids. Using a qualitative approach with a case study type, data was collected through observation, interviews, and documentation with key informants including PAI teachers, principals, and parents. The results of the study show that the implementation of multiple intelligences (MI) is carried out by identifying the dominant intelligence of each student, then designing appropriate learning strategies, such as visual media, kinesthetic activities, and musicalization. This strategy increases motivation, participation, and understanding of Islamic values contextually and gradually. The success of the implementation is greatly influenced by the creativity of teachers, school support, and parental collaboration. This research shows that the MI approach has great potential to build an inclusive and equitable religious education system. The implication is that policies are needed that encourage differentiating curricula and teacher training that is responsive to the needs of ABK. In addition, synergy between schools, families, and communities needs to be strengthened to create an adaptive learning environment that respects the diversity of intelligence. These findings are an important contribution to the reform of PAI pedagogy in inclusive primary schools.
Improving Self-Regulated Learning Skills of Students with Special Needs: Strategies and Outcomes Sartinah, Endang Pudjiastuti; Purwoko, Budi; Wahyuni, Esa Nur; Irmawati, Ninin; Budiati, Eryana Fatimasari Retno; Oktafiolita, Anggraini
KONSELOR Vol. 13 No. 2 (2024): KONSELOR
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/0202413289-0-86

Abstract

Inclusive education seeks to ensure fair access to quality education for kids with special needs, as stipulated by Law Number 20 of 2003 on The National Education System of Indonesia. Nonetheless, children with impairments frequently face obstacles in social interactions and academic pursuits. This study investigates the efficacy of Self-Regulated Learning (SRL) training in improving the socialisation skills of students with disabilities at SMA Negeri 3 Bondowoso, an inclusive institution. The study employed a quasi-experimental approach and included three students with distinct needs: a slow learner, a visually challenged student, and a student with speech difficulties. Over a period of four months, SRL training was executed, integrating individualised counselling to enhance participants' metacognitive, motivational, and behavioural competencies. Data were gathered by pretest-posttest assessments, follow-up evaluations, questionnaires, and interviews with students, educators, and parents. The results demonstrated substantial enhancements in socialisation abilities, with all participants attaining elevated levels of social engagement, communication, and emotional control following the intervention. The SRL framework, based on self-regulation and social cognitive theories, allowed students to reflect on their behaviours, adjust social strategies, and control emotions proficiently. Personal counselling enhanced their self-assurance and development. This study shows that self-regulated learning (SRL) training, in conjunction with counselling, is an effective intervention for enhancing social skills and independence in students with impairments. The findings enhance inclusive education practices, providing educators with a systematic method to tackle social issues and foster a supportive learning environment for all children.
Pengaruh Penggunaan Aplikasi Kahoot! untuk Meningkatkan Retensi Materi Al-Qur’an dan Hadits serta Hasil Belajar Siswa di SMP Negeri 6 Singosari Malang Nugroho, Rahmad Yoga; Wahidmurni, Wahidmurni; Wahyuni, Esa Nur
FONDATIA Vol 9 No 3 (2025): SEPTEMBER
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/fondatia.v9i3.5844

Abstract

Low retention and academic achievement among students in the subject of Al-Qur’an and Hadith at SMP Negeri 6 Singosari Malang are attributed to the use of conventional teaching methods, low learning motivation, and students’ difficulties in memorizing and understanding texts. This study aims to: (1) describe students’ retention profiles and learning outcomes before and after the use of Kahoot! as a learning medium; (2) examine differences in learning outcomes between the experimental group using Kahoot! and the control group; and (3) assess differences in material retention between the two groups. A quasi-experimental method with a Posttest-Only Control Group design was employed, involving two Grade VII classes selected through simple random sampling: 32 students in the experimental group and 31 in the control group. The experimental group received game-based interactive learning using Kahoot!, while the control group received conventional instruction. Learning outcomes and retention were measured through posttests and analyzed both descriptively and inferentially using an independent samples t-test, following tests for normality and homogeneity (α = 0.05). The results showed that the experimental group achieved significantly higher mean scores in both retention (87.66; SD = 7.51) and learning outcomes (85.00; SD = 8.33) compared to the control group (retention: 75.00; SD = 11.90; learning outcomes: 70.65; SD = 12.23), with p < 0.001. These findings conclude that the use of Kahoot! significantly enhances students’ retention and academic achievement in Al-Qur’an and Hadith compared to conventional methods, demonstrating the effectiveness of technology-based interactive learning in religious education contexts.
Co-Authors Abd Haris Achmad Ainur Ridlo Ahmad Barizi Ahmad Fatah Yasin Alfiana Yuli Efiyanti Ali Maksum Amiliya Nur Rosyidah Ananda Setiawan Azzahro', Adibatul Bahiroh Baharuddin Baharuddin Benny Afwadzi, Benny Budi Purwoko Budiati, Eryana Fatimasari Retno Cahayaningsih, Ica Putri Chusnul Khotimah Devi Permatasari Devilia Candy Eka Yurisca Dewi Khusnul Khotimah Dwi Saraswati Dyah Afifah Andari Edwar, Pradine Endah Kurniawati P Endang Pudjiastuti Sartinah Erik Teguh Prakoso Fatimah Azzahra Fatimah Azzahra2 Hadi, Rizal Husniah, Mahirotul Iffat Maimunah Iin Tri Rahayu Imron Rossidy Irmawati, Ninin Irwan Irwan Jubba, Hasse Khairul Bariyyah Kolis Dewi Kurnia Laela Vitrotin Maulida Leny Latifah Lia Listiana Lina Izza Mazida Luthfiya Fathi Pusposari M. Samsul Hadi Maimunah, Iffat maslihah, Anisa Mohamad Fahri Salam Mohamad Zubad Nurul Yaqin Mohammad Asrori Muhammad Isa Anshari Muhammad Samsul Hadi Muhammad Samsul Hady MULYADI Mulyadi Mulyadi Mulyadi Mulyadi Nisa&#039;atun Nafisah Nugroho, Rahmad Yoga NUR ALFIYAH nur Hasib Muhammad Nurhandayani Hasanah Okha Devi Anggraini Oktafiolita, Anggraini Priyono Tri Febrianto Putri Ayu Dwi Nabila Qudzy, Saifuddin Zuhri Rahmat Aziz Redite Kurniawan Retno Mangestuti Rosyidah, Amiliya Nur Rosyidah Rubaidi Sabilla Irwina Safitri Siti Alfiyana Rahmatillah Soejanto, Laily Tiarani Sopyan, Abdul Rachman Sudirman Sudirman Suhartono Sulalah Sulalah Susanti, Romia Hari Sutiah Sutiah Tiwi Putria Yosnela Ulfiandi, Ihsan Zikri Uma, Yuli Choirul Wahyu Henky Irawan Wildana Wargadinata Yulia Sholichatun