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All Journal EduReligia : Jurnal Pendidikan Agama Islam IJ-ATL (International Journal of Arabic Teaching and Learning) Edukais : Jurnal Pemikiran Keislaman Salwatuna: Jurnal Pengabdian Kepada Masyarakat AMBARSA TRILOGI: Jurnal Ilmu Teknologi, Kesehatan, dan Humaniora At-tahsin: Jurnal Manajemen Pendidikan Proceeding of International Conference on Humanity Education and Society
Akhmad Ghasi Pathollah
Sekolah Tinggi Ilmu Tarbiyah Togo Ambarsari
Religion Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Pendampingan Guru Ngaji dalam Peningkatan Kemampuan Santri Dalam Membaca dan Memahami Al-Qur’an Muhalli, Muhalli; Ghasi Pathollah, Akhmad
Salwatuna : Jurnal Pengabdian Masyarakat Vol 5 No 1 (2025): Pengabdian kepada Masyarakat
Publisher : Sekolah Tinggi Ilmu Tarbiyah Togo Ambarsari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59106/salwatuna.v5i1.349

Abstract

Artikel ini bertujuan untuk mendeskripsikan pendampingan guru ngaji dalam meningkatkan kemampuan membaca dan memahami Al-Qur’an pada santri di Yayasan Pendidikan Islam (YPI) As-As’adah. Secara empirik, Guru Ngaji memiliki fungsi sebagai subjek yang menjadi fasilitator dalam membentuk murid yang memiliki kompetensi membaca al-Qur’an yang baik dan benar. Bahkan, dalam mode yang lebih dari itu adalah murid yang mampu mengambil pemahaman dari al-Qur’an secara baik. Program pendampingan dilakukan secara berkelanjutan dan bersifat spiritual, yang menekankan pada pengembangan aspek teknis dan karakter santri melalui pendekatan dialogis dan berbasis nilai-nilai Qur’ani. Metode pengabdian yang digunakan adalah Participatory Action Research (PAR). Hasil penelitian menunjukkan bahwa faktor pendukung utama keberhasilan pendampingan meliputi keikhlasan dan kesungguhan guru ngaji, serta hubungan emosional yang hangat antara guru dan santri. Sebaliknya, kendala utama meliputi keterbatasan lingkungan dan sumber daya. Pendekatan yang holistik dan kontekstual terbukti mampu memperkuat kemampuan membaca, memahami isi, dan menanamkan nilai-nilai moral dalam Al-Qur’an, sekaligus membentuk karakter Qur’ani santri. Penelitian ini memberikan kontribusi terhadap pengembangan model pembelajaran Al-Qur’an berbasis nilai-nilai Qur’ani dan karakter, serta menjadi referensi bagi lembaga pendidikan agama Islam dalam merancang program pendampingan yang efektif.
Model Manajemen Praktikum Pendidikan Berbasis E-praktek: Kolaborasi Guru dan Siswa untuk Pembelajaran Aktif dan Berbasis Produk Ghasi Pathollah, Akhmad
TRILOGI: Jurnal Ilmu Teknologi, Kesehatan, dan Humaniora Vol 7, No 1 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/trilogi.v7i1.13954

Abstract

This study develops an E-Practice–based practicum management model to foster active, product-oriented learning through teacher–student collaboration in junior high schools (SMP) in Bondowoso, Indonesia. The work responds to persistent challenges in conventional classroom practices, limited collaborative scaffolding, and the lack of systematic progress monitoring and authentic assessment in project-based settings. A Research and Development (R&D) approach was employed, including literature review and needs analysis, system design using UML (use case, sequence, class, and activity diagrams), application development, expert validation, and limited field testing. The E-Practice platform is implemented as a responsive web system with a three-tier architecture and role-based interfaces (teacher, student, administrator). Core functionalities include project authoring, task management, evidence/document uploads, discussion and feedback spaces, real-time progress tracking, and an integrated rubric-based assessment separating academic achievement, collaboration, and Pancasila Student Profile (P5) dimensions. The platform also provides project dashboards, full-project data recapitulation, and data visualization to support reflection and data-driven decision making. The development results indicate that E-Practice can systematically integrate PBL project management with P5 character reinforcement in a structured, transparent, and well-documented workflow, strengthening the feasibility of sustainable project-based learning implementation in schools
THE RESTITUTION TRIANGLE STRATEGY IN ESTABLISHING A SELF-DIRECTED LEARNING PARADIGM BASED ON ACTIVE AWARENESS Pathollah, Akhmad Ghasi; Sulalah, Asia Anis; Susanti, Desi; Jali, Hasan
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 9, No 2 (2025)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v9i2.14613

Abstract

This study aimed to explore a Restitution Triangle Strategy as an innovative approach in building a Self-Directed Learning (SDL) paradigm with a focus on increasing students' active awareness. The research method used is a qualitative study with a model development approach through observation, interviews, and literature study. The results of the study show that the restitution triangle strategy is able to construct students' active awareness, which contributes to the achievement of a more sustainable SDL paradigm. The application of this strategy harmoniously integrate psychological and pedagogical aspects in learning, which supports student learning independence. In addition, this study also found that educators need training to apply this strategy effectively. The implementation of this strategy also shows an increase in student participation and emotional involvement in learning. The use of this approach demonstrates the importance of learning management that prioritizes acknowledgement, reflection, and compensation. The implication of this study is the importance of applying the Restitution Triangle strategy in developing an active awareness-based Self-Directed Learning paradigm, which can increase student engagement in the learning process and encourage the development of independent skills in facing educational challenges.
Co-Authors Desi Susanti Fadilatus Syarafah, Husnul Hosaini, Hosaini Iffatul Kamilah Jali, Hasan Misbahul Munir Mudarris, Badrul Muhalli, Muhalli Muhlisin, Nurul Nafilah, Zitkiyatun Riko Prayogo Siska Nur Suci Ayu Siti Arafat Sukur, Hayi Abdus Sulalah, Asia Anis Suparjo Adi Suwarno Taufik Hidayah Taufik Hidayat Wafi, Ali Yakin, Muhammad Nurul