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All Journal Perdikan: Journal of Community Engagement Didaktik : Jurnal Ilmiah PGSD STKIP Subang Journal of Arabic Studies
Kamus
Sekolah Tinggi Agama Islam Negeri Majene
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STRATEGI PEMBELAJARAN PENDIDIKAN AGAMA ISLAM: TUJUAN DAN PERAN GURU DALAM MENINGKATKAN KUALITAS PEMBELAJARAN Nasmania; Naila Nuraisya; Nurul Fadliani; Muslih; Aswandi; Muhammad Awal Tho’at; Kamus
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 Nomor 02, Juni 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13692

Abstract

This article aims to analyze the learning strategies of Islamic Religious Education (PAI), explain the objectives of PAI learning strategies, and examine the role of teachers in improving the quality of PAI learning. PAI learning has an important role in shaping students' knowledge, attitudes, and behavior in accordance with Islamic values. Therefore, religion must be known, understood, and practiced. Currently, PAI learning in schools tends to focus more on formal aspects such as memorization and theoretical knowledge, and pays less attention to the actual objectives of learning, thus neglecting the development of self-control and the building of faith. Therefore, teachers need to implement various PAI learning strategies aimed at improving the quality of learning through changes in cognitive, affective, and psychomotor aspects.
Strategi Pembelajaran Langsung dan Tidak Langsung Siti Hikmatul Auliya; Masna; Wahyuni; Pikal; Fikri Haikal; Amirullah; Kamus
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 Nomor 02, Juni 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13695

Abstract

The rapid development of educational technology and the increasing demand for effective learning methods have encouraged educators to apply both direct and indirect learning strategies in the teaching process. This study aims to analyze the implementation and effectiveness of direct and indirect learning strategies in improving students’ learning outcomes, participation, and understanding of learning materials. The research used a qualitative descriptive method through a literature review approach by examining various scientific journals, books, and relevant educational articles. The findings indicate that direct learning strategies, such as face-to-face instruction, classroom discussion, and outdoor learning activities, are effective in increasing student interaction, motivation, and immediate understanding of the material. Meanwhile, indirect learning strategies, including online learning, e-learning, synchronous, and asynchronous learning, provide flexibility, encourage independent learning, and improve students’ technological skills. The study concludes that the combination of direct and indirect learning strategies can create a more adaptive, interactive, and effective learning environment in accordance with the needs of modern education.
MINAT BELAJAR DAN MOTIVASI BELAJAR PESERTA DIDIK Nur Pahmi; Athifah Farhiyah; Nuralyani R; Muh Saidul Gufran; Aldi; Anwar Khaliq; Kamus
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 Nomor 02, Juni 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13701

Abstract

factors, and strategies for increasing students' learning interest and motivation. This research uses a literature study method and secondary data analysis from various research results related to educational psychology. Data collection instruments were conducted through the documentation of relevant scientific journal articles and textbooks. The data analysis technique uses qualitative content analysis. The results showed that learning interest and motivation have a strong and significant positive relationship with learning outcomes, with a combined contribution of 63.8%. The correlation index of motivation to learning outcomes reached 0.77, while learning interest was 0.70. Internal factors such as attention and pleasure, as well as external factors such as parental support and the teacher's role as classroom manager, proved to be the main determinants of academic success. Effective strategies to improve both aspects include the application of innovative learning methods by teachers, the provision of appreciation (rewards), and the creation of a conducive home environment. Synergy between extrinsic and intrinsic motivation is needed to maintain student learning consistency in order to achieve optimal performance.
KARAKTERISTIK PESERTA DIDIK DAN TIPOLOGI BELAJAR PESERTA DIDIK Marsanda; Ilham; Nur Hikmah; Ahmad Imam Utomo; Indri Amelia Saputri; Ahmad Zulkifli; Kamus
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 Nomor 02, Juni 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13820

Abstract

Understanding students students’ characteristics and learning typologies is essential for creating effective, inclusive, and student-centered learning. This study aims to examine visual, auditory, and kinesthetic (VAK) learning styles and their relationship with learning outcomes, learning interest, and innovative learning models in the context of the Independent Curriculum and the digital era. The study uses a library research method by analyzing 10 relevant scientific journal articles.The findings show that the VAK learning typology remains relevant, although the dominant learning style varies depending on age and learning context. Visual and kinesthetic styles tend to have a positive relationship with learning outcomes in digital environments, while auditory learning styles show varied results. In addition, differentiated learning, flipped classroom, and adaptive game-based learning are effective in accommodating diverse learning styles. Therefore, identifying students’ learning typologies is an important step in developing adaptive and personalized learning for the 21 st century
URGENSI PEMBELAJARAN BAHASA ARAB DI ERA GLOBALISASI: DIMENSI KEAGAMAAN, AKADEMIS, DAN EKONOMI (KAJIAN LITERATUR) Nurul Ilmi; Muhammad Ikhwan; M, Kahfi AR; Iriani Nur; Fitra Nur Afiani; Nurhafida Azzahra; Kamus
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 03, September 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.17110

Abstract

Arabic language occupies a strategic position in religious, academic, and economic dimensions globally. This study aims to analyze the urgency of Arabic language learning in the era of globalization through a systematic literature review approach. The study was conducted by reviewing 25 sources of literature published between 2010–2024, obtained from the Google Scholar, Garuda, and DOAJ databases, using the keywords "Arabic learning," "Arabic language urgency," and "Arabic globalization." Inclusion criteria included peer-reviewed journal articles, books from reputable publishers, and reports from international institutions. The analysis results show that: (1) Arabic has fundamental spiritual value as the language of the Quran and Islamic ritual worship; (2) learning Arabic has proven positive effects on cognitive development, particularly in visual-spatial ability and logical analysis; and (3) competency in Arabic opens significant economic opportunities in the Middle East, the Islamic tourism sector, and international diplomacy. These findings indicate that Arabic language learning policies in Indonesia need to be oriented toward global competency, not merely religious contexts.
HUKUM DAN KEDUDUKAN NAKIRAH DAN MAKRIFAH DALAM AL QURAN Kamus; Saadal Jannah
AL MUALLAQAT Vol. 1 No. 1 (2021): Jurnal Al Muallaqat
Publisher : Program Studi Bahasa dan Sastra Arab STAIN Majene

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

Abstract

Arabic is the language of Muslims all over the world, not just for people living in Arabia. Arabic is a unique and flexible language. In Arabic, Ism (noun) is divided into several parts. Nakirah and makrifah are part of Ism from the takyin (clarity) side. The position of nakirah and makrifah in Arabic is full of wisdom. This research method is library research. The perpose of this study is to determine the definition of nakirah and makrifah, signs of nakirah and makrifah, and reveal the wisdom content of the existence of nakirah and makrifah in Arabic. The results of the study found that nakirah and makrifah have different rules. The use of nakirah and makrifah can be found in words that are often found in Arabic. Signs of nakirah are opposite to signs of makrifah. The world that entered into makrifah is a wordthat has known its essence. While in the word nakirah, the essence of the word is not yet known.
منهج تعليم اللغة العربية بالمدخل التكاملي بمعهد دار السلام كونتور للبنات Fikriyah Mahyaddin; Kamus
AL MUALLAQAT Vol. 2 No. 1 (2022): Sastra Arab dan Pengajarannya
Publisher : Program Studi Bahasa dan Sastra Arab STAIN Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/jurnalbsa.v2i1.397

Abstract

مستخلص البحث الكلمات الأساسية : تعليم اللغة العربية، المدخل التكاملي اللغة كالكائن الحي المتكامل بالنظر على أن اللغة تتكون من أربع مهارات : استماع، وكلام، وقراءة، وكتابة، كما أن اللغة وحدة متكاملة في أصواته وتراكيبه ومفرداته. انطلق المربون وفي بعض نظريات علم النفس من أن الإنسان يدرك الأمور إدراكا كلياً، ثم تظهر التفاصيل والأجزاء في مرحلة تالية. ومعهد دار السلام كونتور من أحد المعاهد الذي يهتم اللغة العربية وتم تعليم اللغة العربية في الفصل الأول في ضوء المدخل التكاملي، وهذا المدخل يحاول أن توجه عملية التعليم والتعلم إلى استيعاب المهارت الأربع، كما أن هذا المدخل يحاول أن يجعل الطلاب قادراً على الفهم ويستوعبها استيعابا متكاملاً. وأهداف هذا البحث : 1) لوصف تخطيط تعليم اللغة العربية بالمدخل التكاملي بمعهد دار السلام كونتور للبنات. 2) لوصف تنفيذ تعليم اللغة العربية بالمدخل التكاملي بمعهد دار السلام كونتور للبنات. 3) لوصف تقويم تعليم اللغة العربية بالمدخل التكاملي بمعهد دار السلام كونتور للبنات. وأهم نتائج البحث : 1) تم تخطيط تعليم اللغة العربية بمعهد كونتور للبنات بوضع الخطة الدراسية، وتحضير الدرس الذي يشتمل على: تحديد الأهداف، تحديد المحتوى، تحديد الطريقة واستيراتيجيات التعليم، تحديد الوسائل، وتحديد أساليب التقويم. 2) تم تنفيذ تعليم اللغة العربية بمعهد دار السلام كونتور للبنات على شكل فعال والمشاركة بين المعلمة والتلميذات إيجابياً، حيث استخدمت المدخل التكاملي وتهتم إلى المهارات اللغوية الأربعة بجانب العناصر اللغوية وتنمية ميول وحاجات التليميذات. 3) تم تقويم تعليم اللغة العربية بمعهد كونتور للبنات مستمرة من خلال التقييم اليومي، والاختبار العام، والامتحان الشفهي والتحريري لكل الفصل الدراسي.
Pendampingan UPTD SMA Negeri 1 Tammerodo berbasis Asset-Based Community Development (ABCD) untuk memenuhi Instrumen Akreditasi Satuan Pendidikan (IASP) 2020 Muhammad Saddang; Muhammad Idris Hasanuddin; Kamus; Saadal Jannah; Yahya Komarudin; Umri; Rahmat Kurniawan; Nurul Hazirah Hamzah; Muhammad Gufran; Yuni Purnama Sari
PERDIKAN (Journal of Community Engagement) Vol. 7 No. 1 (2025)
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/pjce.v7i1.19209

Abstract

SMAN 1 Tammerodo was established in 2021 as a transition from PGRI Sendana Private High School. Before its establishment, many junior high school graduates and equivalents from Tammerodo District continued their education at SMAN 1 Sendana. This was because the majority of Tammerodo's population preferred state schools over private ones. The STAIN Majene Service Team implemented an innovative mentoring strategy for SMAN 1 Tammerodo to fulfil the 2020 Education Unit Accreditation Instrument (IASP) by applying the Asset-Based Community Development (ABCD) approach. The Service Team provided assistance through appreciative interview activities, asset potential mapping, linking and mobilizing assets, action plan preparation, and monitoring and evaluation. The results showed that SMAN 1 Tammerodo received a Not Accredited status because the score from the accreditation visitation did not reach 71 across the four components of the accreditation instrument. A school unit can achieve accreditation if it scores between 71 and 100. The assistance provided by the STAIN Majene Service Team to SMAN 1 Tammerodo in fulfilling the 2020 IASP through the ABCD approach has become the main foundation in building the strengths and potential within the school community. As a result, SMAN 1 Tammerodo is now ready, which can be seen from the school’s understanding of the 2020 IASP. Documents for the last 2 years will be prepared by December 2023, and documents for the last 1 year will be prepared by the completion of 2024.[UPTD SMAN 1 Tammerodo resmi menjadi sekolah negeri pada tahun 2021 sebagai peralihan dari SMA Swasta PGRI Sendana. Sebelum beralih status, lulusan Sekolah Menengah Pertama dan sederajat di Kecamatan Tammerodo lebih banyak melanjutkan pendidikan ke SMAN 1 Sendana. Hal ini disebabkan mayoritas masyarakat Tammerodo lebih memilih sekolah yang berstatus negeri dibanding swasta. Tim Pengabdi STAIN Majene melaksanakan strategi pendampingan yang inovatif bagi UPTD SMAN 1 Tammerodo untuk memenuhi Instrumen Akreditasi Satuan Pendidikan (IASP) 2020 dengan menerapkan pendekatan ABCD (Asset-Based Community Development). Pendampingan yang dilakukan oleh Tim Pengabdi STAIN Majene terhadap UPTD SMAN 1 Tammerodo menggunakan pendekatan ABCD sebagai kerangka konseptual. Tahapan pertama dimulai dengan wawancara apresiatif, yang bertujuan untuk menggali pengalaman positif serta kekuatan internal sekolah melalui narasi dari warga sekolah. Proses ini dilanjutkan dengan pemetaan aset guna mengidentifikasi potensi yang dimiliki sekolah, baik dalam bentuk sumber daya manusia, sarana prasarana, jejaring kemitraan, maupun modal sosial lainnya. Pada tahap berikutnya, dilakukan tautan dan mobilisasi aset untuk mengintegrasikan potensi-potensi tersebut ke dalam aksi kolektif yang mendukung pemenuhan standar mutu pendidikan. Berdasarkan hasil pemetaan, disusun rencana aksi dan prioritas kegiatan yang berorientasi pada pemenuhan empat komponen dalam instrumen akreditasi IASP 2020, yaitu mutu lulusan, proses pembelajaran, mutu guru, serta manajemen sekolah. Hasil awal menunjukkan bahwa UPTD SMAN 1 Tammerodo belum terakreditasi karena nilai visitasi tidak mencapai skor minimum 71. Oleh karena itu, dilakukan monitoring dan evaluasi secara berkala untuk menilai efektivitas implementasi rencana aksi dan mendorong perbaikan berkelanjutan. Pendekatan ABCD ini terbukti menjadi fondasi strategis dalam menggerakkan partisipasi komunitas sekolah serta memperkuat kapasitas internal. Hasilnya bahwa UPTD SMAN 1 Tammerodo telah memiliki kesiapan, hal ini terlihat dari pihak sekolah yang telah memahami IASP 2020. Dokumen 2 tahun terakhir disiapkan paling lambat sampai Desember 2023. Dokumen 1 tahun terakhir terbaru disiapkan paling lambat sampai penamatan 2024.]
Co-Authors Ahmad Imam Utomo Ahmad Zulkifli Aldi Amirullah Anwar Khaliq Aswandi Athifah Farhiyah Fikri Haikal Fikriyah Mahyaddin Fitra Nur Afiani Ilham Indri Amelia Saputri Iriani Nur M, Kahfi AR Marsanda Masna Muh Saidul Gufran Muhammad Awal Tho’at Muhammad Gufran Muhammad Idris Hasanuddin Muhammad Ikhwan Muhammad Saddang Muslih Naila Nuraisya Nasmania Nur Hikmah Nur Pahmi Nuralyani R Nurhafida Azzahra Nurul Fadliani Nurul Hazirah Hamzah Nurul Ilmi Pikal RAHMAT KURNIAWAN Saadal Jannah Saadal Jannah Siti Hikmatul Auliya Umri Wahyuni Yahya Komarudin Yuni Purnama Sari