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Empowering Islamic Education Teachers as Special Assistants to Support Inclusive Elementary Schools Hermina, Dina; Sabirin, Muhamad; Afifah, Apriana; Tuah, Dilah bin
SYAMIL: Journal of Islamic Education Vol 13 No 2 (2025): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v13i2.11397

The importance of inclusive Islamic education is increasingly recognized in ensuring educational quality for students with special needs. This study sought to answer how training for Islamic Education teachers as special assistants is planned, implemented, evaluated, and followed up in inclusive elementary schools in Tapin Regency, Indonesia. Methods: This qualitative exploratory study was conducted in four elementary schools (Mandurian Public Elementary School, Pematang Karangan Hulu Public Elementary School, Rantau Kanan 2 Public Elementary School, Pebaungan Hulu Public Elementary School) involving eight Islamic Education teachers as special assistants. Data were collected through in-depth interviews, focus group discussions, and observations, and analyzed using data reduction, presentation, and conclusion. Results: The training played a significant role in improving teachers' competencies and fostering collaborative practices, involving systematic planning through meetings with principals and work teams, workshops, training sessions, ongoing supervision, comprehensive performance evaluation. Follow-up activities included reflection, continuous training, and collaboration between assistant and regular teachers to optimize inclusive education, though hampered by resource constraints. Conclusion: Systematic and comprehensive training of Islamic Education teachers as special assistants plays a significant role in supporting the success of inclusive education for students with special needs and provides valuable insights for developing effective inclusive Islamic education programs.

Empowering Islamic Education Teachers as Special Assistants to Support Inclusive Elementary Schools Hermina, Dina; Sabirin, Muhamad; Afifah, Apriana; Tuah, Dilah bin
SYAMIL: Journal of Islamic Education Vol 13 No 2 (2025): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v13i2.11397

The importance of inclusive Islamic education is increasingly recognized in ensuring educational quality for students with special needs. This study sought to answer how training for Islamic Education teachers as special assistants is planned, implemented, evaluated, and followed up in inclusive elementary schools in Tapin Regency, Indonesia. Methods: This qualitative exploratory study was conducted in four elementary schools (Mandurian Public Elementary School, Pematang Karangan Hulu Public Elementary School, Rantau Kanan 2 Public Elementary School, Pebaungan Hulu Public Elementary School) involving eight Islamic Education teachers as special assistants. Data were collected through in-depth interviews, focus group discussions, and observations, and analyzed using data reduction, presentation, and conclusion. Results: The training played a significant role in improving teachers' competencies and fostering collaborative practices, involving systematic planning through meetings with principals and work teams, workshops, training sessions, ongoing supervision, comprehensive performance evaluation. Follow-up activities included reflection, continuous training, and collaboration between assistant and regular teachers to optimize inclusive education, though hampered by resource constraints. Conclusion: Systematic and comprehensive training of Islamic Education teachers as special assistants plays a significant role in supporting the success of inclusive education for students with special needs and provides valuable insights for developing effective inclusive Islamic education programs.

EVALUASI VALIDITAS, RELIABILITAS, DAN DAYA PEMBEDA INSTRUMEN UJIAN PAI KELAS XII MELALUI ANALISIS BUTIR SOAL: Evaluation of the Validity, Reliability, and Discriminating Power of Islamic Education Exam Items for Grade XII through Item Analysis Fahriana Nurrisa; Muhamad Sabirin; Nuril Huda
TA'LIMUNA: Jurnal Pendidikan Islam Vol. 14 No. 2 (2025): SEPTEMBER
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/zw3wp278

This study aims to evaluate the quality of a school exam instrument for the Islamic Religious Education (PAI) subject in Grade XII by analyzing the validity, reliability, and discriminating power of each test item. The study employed a descriptive quantitative approach. The research subjects consisted of 15 Grade XII students from a state vocational school (SMK) in South Kalimantan who took the PAI school examination. The instrument analyzed comprised 15 multiple-choice questions. Data were obtained through documentation, including test sheets, answer keys, and student response sheets. The item analysis was conducted based on Classical Test Theory (CTT). The results showed that only 2 out of 15 items met the validity criteria, with correlation values exceeding the critical r-table value (0.5324). The instrument’s reliability, calculated using the KR-20 formula, was 0.0227, indicating a very low level of internal consistency. Meanwhile, the discriminating power analysis revealed that most items were categorized as poor or rejected, although a few were classified as good to excellent. These findings suggest that the test instrument is not yet suitable for use in learning evaluation without significant revision and improvement of most test items. Penelitian ini bertujuan mengevaluasi kualitas instrumen ujian sekolah mata pelajaran Pendidikan Agama Islam (PAI) kelas XII melalui analisis validitas, reliabilitas, dan daya pembeda butir soal. Penelitian ini menggunakan pendekatan kuantitatif deskriptif. Subjek penelitian terdiri dari 15 peserta didik kelas XII di salah satu SMK Negeri di Kalimantan Selatan yang mengikuti ujian sekolah PAI. Instrumen yang dianalisis terdiri dari 15 butir soal pilihan ganda. Data diperoleh melalui dokumentasi berupa lembar soal, kunci jawaban, dan lembar jawaban siswa. Teknik analisis yang digunakan adalah analisis butir soal berdasarkan teori tes klasik. Hasil penelitian menunjukkan bahwa hanya 2 dari 15 soal yang memenuhi kriteria validitas dengan nilai korelasi di atas r tabel (0,5324). Reliabilitas instrumen berdasarkan perhitungan menggunakan KR-20 adalah sebesar 0,0227 dan termasuk kategori sangat rendah. Sementara itu, daya pembeda menunjukkan bahwa sebagian besar soal berada dalam kategori ditolak, meskipun terdapat beberapa soal dengan daya pembeda baik hingga sangat baik. Temuan ini menunjukkan bahwa instrumen secara keseluruhan belum layak digunakan dalam evaluasi pembelajaran tanpa melalui perbaikan dan revisi pada sebagian besar butir soal. Kata Kunci : Analisis Butir Soal; Daya Pembeda Soal; Evaluasi Pembelajaran; Reliabilitas; Validitas.

PERAN GURU DALAM MEMAKSIMALKAN POTENSI SISWA TUNAGRAHITA PADA PEMBELAJARAN MATEMATIKA DI SLB NEGERI KOTA BANJARBARU Nornadia; Atsnan, Muh. Fajaruddin; Ony, Resi Juliantina; Hamidah, Wanda; Raudah; Muslihah; Badilah; Muhamad Sabirin; Gazali, Rahmita Yuliana
Differential: Journal on Mathematics Education Vol. 2 No. 1 (2024): Differential: Journal on Mathematics Education
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32502/differential.v2i1.166

Penelitian ini bertujuan untuk mengeksplorasi peran guru dalam memaksimalkan potensi siswa tunagrahita pada pembelajaran matematika di SLB Negeri Kota Banjarbaru. Menggunakan metode kualitatif, data diperoleh melalui observasi, wawancara, dan analisis dokumen. Subjek pada penelitian ini adalah guru kelas, guru mata pelajaran matematika, guru pendamping siswa tunagrahita. Sedangkan objek penelitian ini adalah bagaimana peran guru mata pelajaran matematika dalam memaksimalkan potensi siswa tunagrahita pada pembelajaran matematika. Data dianalisis secara kualitatif. Hasil penelitian menunjukkan bahwa guru berperan penting dalam mengidentifikasi kebutuhan individu siswa dan menerapkan strategi pembelajaran yang sesuai, seperti penggunaan alat bantu visual dan pendekatan multisensori. Guru juga berfungsi sebagai motivator yang meningkatkan kepercayaan diri dan partisipasi siswa. Dukungan orangtua dan kolaborasi dengan tenaga ahli menjadi faktor pendukung yang penting. Penelitian ini menegaskan bahwa pendekatan holistik dan kolaboratif merupakan kunci dalam memaksimalkan potensi siswa tunagrahita dalam pembelajaran matematika.

Korelasi Korelasi Digital Religious Literacy dan Kemampuan Critical Thinking Mahasiswa PAI dalam Menangkal Radikalisme di Media Sosial Muhammad Qusairi; Muhammad Alfi Hidayat; Muhammad Rizqo Qolbiy; Muhamad Sabirin; Yahya Mof
Jurnal Manajemen dan Pendidikan Agama Islam Vol. 4 No. 1 (2026): Januari: Jurnal Manajemen dan Pendidikan Agama Islam
Publisher : Asosiasi Riset Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jmpai.v4i1.1779

Social media has become a double-edged sword; acting as a space for religious learning while simultaneously serving as a medium for spreading radicalism. As digital natives, students are vulnerable to extremist narratives if not equipped with adequate cognitive immunity. This study aims to examine the influence of Digital Religious Literacy and Critical Thinking skills on the resilience of Islamic Religious Education (PAI) students in countering radical narratives. Using a quantitative approach with a correlational method, this study involved 30 PAI students selected through random sampling. Data collection instruments used a Likert scale questionnaire that had been tested for validity and reliability. Data analysis was performed using multiple linear regression. The results showed that: (1) The level of digital religious literacy and counter-radicalism attitudes of students were in the "very high" category with mean scores of 22.40 and 23.00 respectively; (2) There is a significant positive relationship (Sig. < 0.05) between digital literacy and critical thinking towards the attitude of countering radicalism; and (3) Simultaneously, these two variables contributed 68.2% in forming students' mental resilience in the digital space. These findings imply the need for a reorientation of the PAI curriculum that integrates the strengthening of critical reasoning and digital literacy as a fortress of religious moderation.

The Effect of Thayyibah Expression Habituation on the Tendency of Negative Language Use among Elementary School Students Siti Lufniyah; Rahman, M. Rifki; Muhaimin; Yahya Mof; Muhamad Sabirin
Al-Zayn: Jurnal Ilmu Sosial, Hukum & Politik Vol 4 No 1 (2026): 2026
Publisher : Yayasan pendidikan dzurriyatul Quran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/alz.v4i1.4117

The use of inappropriate language among elementary school students has increasingly become a concern in educational and social contexts, particularly in relation to moral and character development. Within Islamic education, the habituation of thayyibah expressions is considered an essential approach to fostering ethical communication and positive social behavior from an early age. This study aims to examine the effect of thayyibah expression habituation on negative language use tendencies among elementary school students. A quantitative descriptive method was employed using a survey involving 51 third-grade students selected through total sampling. Data were collected through a structured questionnaire and analyzed using descriptive statistical techniques based on percentage distribution. The findings reveal that students’ thayyibah expression habituation was predominantly high, while tendencies toward negative language use were generally low to moderate. These results indicate that stronger thayyibah expression habituation is associated with lower negative language tendencies, highlighting its role in supporting ethical language behavior and moral development in elementary education.

Cognitive Scaffolding and Faith-Based Digital Literacy: Integrating Advanced Organizer and YouTube in Islamic Moral Education Rahmawati, Mutia; Mahdiyah, Mahdiyah; Nisa, Zahratun; Sabirin, Muhamad; Mof, Yahya
Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol. 15 No. 2 (2025): Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Departemen Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/aladzkapgmi.v15i2.18627

This study investigates the effectiveness of integrating the Advanced Organizer learning model with YouTube media to strengthen Islamic digital literacy and learning outcomes in Islamic Moral Education (Akidah Akhlak) at MIN 7 Tapin. Employing a quantitative quasi-experimental design with pretest–posttest control groups, the study involved 104 sixth-grade students. The experimental group received learning through the Advanced Organizer model supported by Islamic YouTube content, while the control group received conventional instruction. Data were collected using validated achievement tests, Islamic digital literacy questionnaires, and learning observation sheets. Data analysis included normality, homogeneity, independent t-test, and Cohen’s d effect size using SPSS 26.0. The results revealed a significant difference between the experimental and control groups (p < 0.05) with a high effect size (d = 0.84), indicating that the integration significantly improved students’ conceptual understanding and ability to utilize digital media based on Islamic ethics. This study contributes theoretically by operationalizing Islamic digital literacy as a cognitively scaffolded instructional framework rather than a mere ethical or technical construct. The findings extend meaningful learning theory into faith-based digital education contexts by demonstrating how moral cognition can be systematically shaped through pre-organized multimedia learning.

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