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All Journal Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Edukasi Islami: Jurnal Pendidikan Islam Journal Analytica Islamica Journal on Education Jurnal Review Pendidikan dan Pengajaran (JRPP) JURNAL ANSIRU PAI : Jurnal Pengembangan Profesi Guru Pendidikan Agama Islam Hikmah Didaktik : Jurnal Ilmiah PGSD STKIP Subang TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini Jurnal Somasi (Sosial Humaniora Komunikasi) Al-Fikru: Jurnal Ilmiah Al-MIKRAJ: Jurnal studi Islam dan Humaniora Jurnal Bilqolam Pendidikan Islam Jurnal Hibrul Ulama Amorti: Jurnal Studi Islam Interdisipliner Journal of Innovative and Creativity Taushiah: Jurnal Hukum, Pendidikan dan Kemasyarakatan
Khairuddin Lubis, Saiful Akhyar Lubis, Lahmuddin Lubis
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Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Psychological Support Strategies of Tahfiz Teachers in Addressing Students’ Qur’anic Memorization Difficulties Erwinsyah Putra; Khairuddin Lubis
Al-Fikru: Jurnal Ilmiah Vol. 19 No. 2 (2025): Desember (2025)
Publisher : STAI Serdang Lubuk Pakam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51672/alfikru.v19i2.1125

Abstract

This study aims to analyze the psychological approaches employed by tahfiz teachers in overcoming students’ difficulties in memorizing the Qur’an and to identify the supporting and inhibiting factors affecting their implementation. The study employed a descriptive qualitative approach using field research. Data were collected through observation, interviews, and documentation involving the madrasah principal, tahfiz teachers, homeroom teachers, and students participating in the tahfiz program. Data were analyzed using the Miles and Huberman interactive model through data reduction, data presentation, and conclusion drawing. The findings indicate that students’ memorization difficulties include forgetfulness, lack of concentration, low motivation, boredom, anxiety, and lack of self-confidence. Tahfiz teachers address these difficulties through spiritual motivation, individual attention, emotional approaches, exemplary conduct, positive habituation, and mental reinforcement. Regular muraja’ah, time discipline, and memorization repetition help maintain memorization and develop students’ self-regulation. Supporting factors include a religious madrasah environment, positive teacher–student emotional relationships, and parental support, while inhibiting factors include differences in students’ abilities, social media use, poor time management, and fluctuating motivation.
Implementation of Collaborative Learning Techniques in Improving Students’ Learning Achievement in Islamic Religious Education Asrin Berutu; Khairuddin Lubis
Taushiah: Jurnal Hukum, Pendidikan dan Kemasyarakatan Vol 15, No 2 (2025): Taushiah: Jurnal Hukum, Pendidikan dan Kemasyarakatan
Publisher : Fakultas Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/taushiah.v15i2.14249

Abstract

This study examines the implementation of collaborative learning techniques to improve students’ learning achievement in Islamic Religious Education. The study employed a qualitative descriptive approach using classroom observations, interviews, documentation, and formative assessments conducted across three learning cycles. The findings indicate a progressive improvement in students’ learning achievement following the implementation of collaborative learning. In Cycle I, the reported classical learning mastery reached 68.18%, increasing to 79.01% in Cycle II and 86.36% in Cycle III. The achievement in Cycle III exceeded the predetermined classical mastery criterion of 85%. The improvement was supported by enhanced teacher performance in motivating students, managing instructional time, providing guidance, facilitating discussions, and communicating learning objectives. Students also demonstrated increasing engagement through active participation, peer discussion, exchange of ideas, and interaction with the teacher. The findings indicate that collaborative learning can create a more participatory and interactive learning environment while supporting students’ academic achievement. Collaborative learning is therefore relevant as a pedagogical strategy for strengthening the effectiveness of Islamic Religious Education by integrating academic achievement with active student engagement, communication, cooperation, and meaningful classroom interaction.
Integration of Technology and Islamic Values in Strengthening Learning in Madrasah Aminullah Siagian; Khairuddin Lubis
Taushiah: Jurnal Hukum, Pendidikan dan Kemasyarakatan Vol 15, No 1 (2025): Taushiah: Jurnal Hukum, Pendidikan dan Kemasyarakatan
Publisher : Fakultas Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/taushiah.v15i1.14259

Abstract

This study aims to analyze the integration of technology and Islamic values in strengthening learning at madrasah. The research employed a qualitative approach with a descriptive design conducted at MTs Al Washliyah Gedung Johor Medan. Data were collected through observation, semi-structured interviews, and documentation involving the head of the madrasah, teachers, and students. Data were analyzed using the interactive model of Miles and Huberman, consisting of data reduction, data display, and conclusion drawing and verification. The findings indicate that technology integration through PowerPoint presentations, instructional videos, digital applications, and internet-based learning resources contributes to increased student motivation, participation, interaction, and understanding of learning materials. Technology also enables teachers to develop more attractive, contextual, and student-centered learning experiences. Nevertheless, technology utilization remains closely connected to the mission of Islamic education through teacher supervision, moral guidance, and the reinforcement of Islamic values in students’ digital activities. Several challenges were identified, including limited technological facilities, unstable internet connectivity, differences in teachers’ digital competencies, and limited training opportunities. The study concludes that technology can strengthen learning effectiveness in madrasah when integrated strategically with Islamic values, teacher competence, adequate infrastructure, and continuous pedagogical support.
Strategies of Islamic Education Teachers in Shaping the Moral Character of the Millennial Generation Anwar Sabili Siregar; Khairuddin Lubis
Taushiah: Jurnal Hukum, Pendidikan dan Kemasyarakatan Vol 15, No 2 (2025): Taushiah: Jurnal Hukum, Pendidikan dan Kemasyarakatan
Publisher : Fakultas Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/taushiah.v15i2.14241

Abstract

This study examines the strategies employed by Islamic Religious Education teachers in shaping the moral character of the millennial generation at MAS Muallimin UNIVA Medan. The study employed a descriptive qualitative approach with a field research design. Data were collected through observation, semi-structured interviews, and documentation involving Islamic Religious Education teachers, the head of the madrasah, students, homeroom teachers, and relevant school personnel. Data were analyzed using the interactive model of Miles and Huberman, consisting of data reduction, data display, and conclusion drawing. The findings indicate that Islamic Religious Education teachers play a strategic role through role modeling, habituation, moral guidance, motivation, supervision, and Islamic discipline. Character formation is implemented through congregational prayer, Qur’anic reading, greeting practices, religious activities, behavioral monitoring, and communicative and persuasive approaches. The implementation is supported by a religious school environment, institutional leadership, teacher collaboration, and parental involvement. However, social media exposure, limited parental supervision, and negative peer influence remain significant challenges. The study concludes that shaping students’ moral character requires an integrated and adaptive educational ecosystem that connects Islamic values, teacher exemplarity, school culture, family involvement, and students’ contemporary digital realities.
Identity Negotiation of Migrant Students Within the Academic Culture of Islamic Higher Education Nur Hikmah Irawan; Khairuddin Lubis; M. Tohir Ritonga
Taushiah: Jurnal Hukum, Pendidikan dan Kemasyarakatan Vol 16, No 1 (2026): Taushiah: Jurnal Hukum, Pendidikan dan Kemasyarakatan
Publisher : Fakultas Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/taushiah.v16i1.14238

Abstract

This study examines the identity negotiation of migrant students within the academic culture of Islamic higher education. The study aims to explore how migrant students interpret cultural and academic differences, negotiate their identities, and develop a sense of belonging within a new university environment. A qualitative research method with a phenomenological approach was employed. Data were collected through in-depth interviews, natural observation, and documentation involving faculty leaders, heads of study programs, and migrant students at two Al-Washliyah Islamic higher education institutions in Medan. Data were analyzed interactively through data reduction, data display, and conclusion drawing or verification, supported by source and technique triangulation. The findings indicate that identity negotiation occurs through the interaction between students’ cultural backgrounds, institutional values, academic expectations, and social relationships. Previous familiarity with Al-Washliyah educational traditions facilitates students’ integration into the academic environment. Peer networks, senior students, lecturers, family support, and digital communication also contribute significantly to academic belonging. Students negotiate cultural differences through communicative flexibility, openness, participation in campus activities, and engagement with diverse social environments. The study concludes that migrant students construct layered identities by maintaining cultural continuity while acquiring new academic and social competencies within Islamic higher education.
Design of Experiential Learning for Hajj Training in Madrasah Supomo Supomo; Saiful Akhyar Lubis; Khairuddin Lubis
Taushiah: Jurnal Hukum, Pendidikan dan Kemasyarakatan Vol 15, No 1 (2025): Taushiah: Jurnal Hukum, Pendidikan dan Kemasyarakatan
Publisher : Fakultas Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/taushiah.v15i1.14291

Abstract

This study aims to develop an experiential learning-based Hajj training design at MTs Al Washliyah 1 Kisaran by emphasizing direct experience, reflection, conceptual understanding, and appreciation of the values embodied in Hajj worship. The study employed a qualitative approach with a phenomenological design. Data were collected through in-depth interviews, participatory observations, and documentation, and analyzed using the Miles and Huberman interactive model through data reduction, data display, and conclusion drawing and verification. The findings indicate that Hajj training naturally follows the experiential learning cycle through concrete experience, reflective observation, abstract conceptualization, and active experimentation, although the conceptualization stage requires further strengthening. Students’ learning experiences developed through five interconnected dimensions: corporeal, reflective, conceptual, social, and spiritual. The learning process also contributed to students’ appreciation of patience, solidarity, equality, responsibility, self-confidence, and intrinsic motivation toward worship. These findings demonstrate that Hajj training should be designed as an integrated pedagogical experience rather than merely as a simulation of worship procedures. An experiential learning-based design has the potential to strengthen student engagement while connecting Fiqh knowledge with lived experience and religious character formation.
Revitalisasi Sarana Prasarana dalam Meningkatkan Kualitas Pendidikan di Madrasah Aliyah Al-Washliyah 49 Pasar Lembu Siti Nur Halizah Siahaan; Khairuddin Lubis; Dewi Sundari
HIBRUL ULAMA Vol. 7 No. 2 (2025): Jurnal Hibrul’ulama
Publisher : Fakultas Agama Islam Universitas Al Washliyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/hibrululama.v8i1.1377

Abstract

This study aims to determine the efforts to revitalize facilities and infrastructure in improving the quality of education at Madrasah Aliyah (MA) Al-Washliyah 49 Pasar Lembu. The research focus was limited to the conditions of the computer laboratory, library, prayer room (musholla), toilets, and sports field, which were considered inadequate. This study employed a descriptive qualitative approach, with data collected through observation, in-depth interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing, with data validity tested through technique triangulation. The results show that the revitalization of facilities and infrastructure contributes positively to the comfort and effectiveness of the learning process, although its implementation still faces obstacles such as limited budget, land, and human resources. Supporting factors for revitalization include full support from the head of the madrasah, teacher involvement, school committee participation, and community and donor concern. The study concludes that the success of facility revitalization strongly depends on synergy among the school, parents, and the community in creating a conducive and quality learning environment.
Co-Authors Abdul Halim Ade Rahman Matondang Aminullah Siagian Anwar Sabili Siregar Armanila Armanila Armanila Armanila Armanila Asrin Berutu Bukhoril Hafiz Dewi Sundari Dewi Sundari Dirja Hasibuan Donny Fadhly Ansyah Eka Zuliana Erliyanti Erwinsyah Putra Fiana Adhilla Bayati Hasnah Siahaan Hotni Sari Hotni Sari Harahap Irwansyah Irwansyah Istiyan Noor Jihan Ufairoh Khairunnisa Harahap M. Syukri Azwar Lubis M. Tohir Ritonga M. Zaini Fadhli Harahap Mira Asri Muhammad Ikhwan Hasibuan Muhammad Rahim Muhammad Riduan Harahap Muhammad Tri Gunawan Muhammad Yuswan Tarmizi Nur Hikmah Irawan Nurhasanah Nurhasanah Nursagita Nursagita Parinduri, Muhammad Abrar Rahma Aulia Ashari Rhada Clesya Chanan Khan Rini Andriani Riska Nadya Meilani Risky Handayani Lubis Safrida Hafni Saiful Akhyar Lubis Salibah Jaro’i Salsabila, Unik Hanifah Siti Iza Mutia Siti Nur Halizah Siahaan Siti Tresiagati Supomo Supomo Susanti Nirmalasari Syahfitri Rahmawardiani Taufiq Hardiansyah Yulia Warda Yurmaini Yurmaini