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All Journal Intiqad: Jurnal Agama dan Pendidikan Islam Jurnal Manajemen Pendidikan MODELING: Jurnal Program Studi PGMI Jurnal As-Salam Journal on Education Rayah Al Islam : Jurnal Ilmu Islam Annual Conference on Islamic Early Childhood Education Jurnal Cahaya Mandalika Jurnal Ilmiah Tarbiyah Umat Pendekatan Kebijakan Publik dalam Politik Pendidikan Islam TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi COMMUNITY : Jurnal Pengabdian Kepada Masyarakat J-KIP (Jurnal Keguruan dan Ilmu Pendidikan) Mamba'ul 'Ulum Jurnal Cakrawala Ilmiah Journal of Innovation Research and Knowledge Proceeding ISETH (International Summit on Science, Technology, and Humanity) Al'Ulum Jurnal Pendidikan Islam Innovative: Journal Of Social Science Research Al-Imam : Journal on Islamic Studies, Civilization And Learning Societies Science and Education Journal AL HAZIQ: Journal of Community Service Ashlach : Journal of Islamic Education At Turots: Jurnal Pendidikan Islam
Mukhlisah, Iffah
IIM SURAKARTA
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Neuroscience Public Health Social Sciences Other

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Pengaruh Metode Listening Terhadap Hasil Belajar Bahasa Inggris Siswa Kelas V MI Al-Islam Jamsaren Surakarta Tahun Ajaran 2025/2026 Ayuk Wilujeng Wulandari; Iffah Mukhlisah; Elina Intan Apriliani
Science and Education Journal (SICEDU) Vol 5 No 2 (2026): Science and Education Journal 2026
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/sicedu.v5i2.788

Abstract

Penelitian ini bertujuan untuk mengetahui penerapan metode listening, hasil belajar Bahasa Inggris siswa, serta pengaruh metode listening terhadap hasil belajar Bahasa Inggris siswa kelas V MI Al-Islam Jamsaren Surakarta Tahun Ajaran 2025/2026. Penelitian ini menggunakan pendekatan kuantitatif dengan metode deskriptif korelasional. Populasi penelitian berjumlah 50 siswa kelas V yang seluruhnya dijadikan sampel melalui teknik sampel jenuh. Pengumpulan data dilakukan menggunakan angket dan dokumentasi. Instrumen penelitian diuji menggunakan uji validitas dan reliabilitas, sedangkan analisis data dilakukan melalui uji normalitas, uji linearitas, dan regresi linier sederhana dengan bantuan SPSS. Hasil penelitian menunjukkan bahwa penerapan metode listening berada pada kategori baik dengan nilai rata-rata sebesar 73. Hasil belajar Bahasa Inggris siswa juga berada pada kategori baik dengan nilai rata-rata sebesar 79. Hasil uji hipotesis menunjukkan nilai signifikansi sebesar 0,000 < 0,05 dengan koefisien korelasi (R) sebesar 0,648 dan koefisien determinasi (R²) sebesar 0,468. Hal ini menunjukkan bahwa metode listening berpengaruh positif dan signifikan terhadap hasil belajar Bahasa Inggris siswa. Dengan demikian, semakin baik penerapan metode listening, maka semakin tinggi pula hasil belajar Bahasa Inggris yang diperoleh siswa
Reassessing the Assumed Relationship Between Religious Practice and Student Leadership Character in Islamic Boarding Schools Mar’atus Sholihah; Isfihani Isfihani; Iffah Mukhlisah
Ashlach : Journal of Islamic Education Vol. 4 No. 01 (2026): Ashlach: Journal Of Islamic Education (April)
Publisher : Universitas Nahdlatul Ulama Pasuruan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55757/ashlach.v4i01.744

Abstract

This study is motivated by the limited research on the relationship between Islamic Religious Education practices and leadership character, despite the widespread assumption that religious commitment contributes positively to students’ character development within Islamic educational institutions. The study aims to analyze the relationship between Islamic Religious Education practices and leadership character among students in a boarding school context. The research adopts a quantitative ex post facto design, with a sample of 31 students enrolled in the boarding school program at MAN 2 Surakarta selected through a total sampling technique. Data were collected using structured questionnaires measuring religious practice and leadership character and analyzed through descriptive statistics and simple linear regression using IBM SPSS Statistics 31. The findings reveal that students demonstrated relatively high levels of religious practice (M = 33.23) and positive leadership character (M = 18.29). However, the regression analysis indicated that Islamic Religious Education practices did not significantly predict leadership character (β = 0.060, *p* = 0.749; R² = 0.004). These findings challenge the commonly accepted assumption that stronger religious practice necessarily leads to stronger leadership character and instead support leadership development theories emphasizing the importance of experiential learning, social participation, and organizational involvement. The study concludes that religious practice functions primarily as a moral foundation rather than a direct determinant of leadership character. The implications encompass theoretical contributions by extending the literature on Islamic education, character education, and youth leadership development, as well as practical recommendations for Islamic boarding schools to integrate religious formation with structured leadership experiences through student organizations, mentoring programs, and leadership-based activities. Additionally, this study identifies future research opportunities involving broader samples, additional explanatory variables, and mixed-method approaches to better understand leadership character development in Islamic educational settings.
PELATIHAN DAN PENDAMPINGAN PENULISAN ARTIKEL ILMIAH DALAM MENINGKATKAN KOMPETENSI LITERASI AKADEMIK MAHASISWA Chusna Maulida; Lailla Hidayatul Amin; Alfian Eko Rochmawan; Iffah Mukhlisah; Abdul Khaidir Halim; Rizka Puspita Damayanti
AL HAZIQ: Journal of Community Service Vol. 05, No. 1 Juni 2026
Publisher : Institut Islam Mamba'ul 'Ulum Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54090/haziq.1324

Abstract

The ability to write scientific articles is an important competency that students must possess as part of strengthening academic literacy and publication culture in higher education. However, some students still experience difficulties in understanding the structure of scientific articles, developing writing outlines, determining research topics, and applying citation techniques according to academic principles. This community service activity aims to improve students' academic literacy competencies through training and mentoring in writing scientific articles at the Mambaul Ulum Islamic Institute in Surakarta. The methods used include material delivery, interactive discussions, scientific article writing practice, and direct mentoring. The activity was evaluated using a questionnaire completed by 52 students after the entire series of activities were completed. The evaluation results showed that 51.9% of participants had a good understanding of the structure of scientific articles, 72.5% felt quite capable of developing article outlines, 63.5% were quite confident in determining research topics, and 65.4% had a sufficient understanding of citation techniques and compiling references. In addition, 61.5% of participants rated the quality of the training materials as good, 46.2% rated the training methods as quite effective, 53.8% stated that the mentoring was quite helpful in preparing scientific articles, and 44.2% were quite satisfied with the facilitators. The training also increased students' motivation to write and publish scientific articles (59.6%) and formed a more positive view of the importance of scientific publication (53.8%). These findings indicate that training combined with mentoring is effective in strengthening students' academic literacy competencies, both in terms of knowledge, skills, and motivation, thus supporting the development of a culture of scientific publication in higher education.
Guided Inquiry Learning and Students' Achievement in Islamic Religious Education: A Correlational Study in an Indonesian Islamic Junior High School Muhammad Naufal Farras; Iffah Mukhlisah; Sugiyat Sugiyat
AL-IMAM: Journal on Islamic Studies, Civilization and Learning Societies Vol 7 No 2 (2026)
Publisher : IDRIS Darulfunun Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58764/j.im.2026.7.174

Abstract

Guided Inquiry Learning has been widely recognized as a learner-centered instructional approach that promotes active knowledge construction, critical thinking, and meaningful learning. However, empirical evidence regarding its relationship with students' academic achievement in Islamic Religious Education (IRE) remains limited, particularly within Indonesian Islamic junior high schools. This study aimed to examine the relationship between Guided Inquiry Learning and students' examination-based achievement in Islamic Religious Education. A quantitative correlational design was employed involving 43 seventh-grade students at SMP Muhammadiyah 2 Boyolali Program Khusus, Indonesia, selected using total sampling. Data on Guided Inquiry Learning were collected through a 25-item validated and reliable questionnaire, while students' academic achievement was measured using official Islamic Religious Education examination scores. The data were analyzed using descriptive statistics, assumption testing, Pearson correlation, and simple linear regression. The findings revealed that Guided Inquiry Learning was not significantly associated with students' examination-based achievement (? = 0.088; t = 0.568; p = 0.573), explaining only 0.8% of the variance in academic achievement (R² = 0.008). These findings suggest that examination scores may not fully capture the broader educational outcomes fostered by Guided Inquiry Learning, such as critical thinking, conceptual understanding, inquiry skills, and reflective learning. The study contributes to the growing literature by extending Guided Inquiry research to the context of Islamic Religious Education through a correlational approach using examination-based academic achievement as the primary outcome measure. Future studies are encouraged to incorporate broader indicators of learning outcomes and more comprehensive analytical models to better understand the educational contributions of Guided Inquiry Learning.
ARTIFICIAL INTELLIGENCE IN ISLAMIC EDUCATION AND ISLAMIC CULTURE FOR STUDENTS’ ACADEMIC AWARENESS Ngatmin Abbas; Iffah Mukhlisah
Jurnal As-Salam Vol. 10 No. 1 (2026): Jurnal As-Salam
Publisher : Asosiasi Dosen Perguruan Tinggi Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37249/assalam.v10i1.1646

Abstract

The rapid development of Artificial Intelligence (AI) has significantly transformed learning practices in higher education, including the ways students access, process, and present academic knowledge. This study aims to examine institutional support for coding and AI learning, explore students’ perceptions of AI, analyze the transformation of students’ academic awareness amid the use of AI, and reconstruct its utilization within the framework of Islamic education and Islamic culture. This research employed a descriptive quantitative approach with a survey design. The participants were 108 students from several private universities in Surakarta and its surrounding areas. Data were collected through an online questionnaire and analyzed using descriptive statistics, including tabulation, percentages, and contextual interpretation. The findings reveal that institutional support for coding and AI learning remains moderate, and students’ understanding of basic AI concepts is similarly moderate. At the same time, most students perceive AI as relevant in supporting academic work in logical, critical, and systematic ways. However, the use of AI cannot be separated from the need to strengthen academic ethics, critical literacy, and a culture of verification. This study concludes that Islamic education and Islamic culture provide an important normative foundation for directing the use of AI so that it serves not merely as a tool of technological efficiency, but also as a means of cultivating students’ critical, reflective, and morally responsible academic awareness.
ARTIFICIAL INTELLIGENCE IN ISLAMIC EDUCATION AND ISLAMIC CULTURE FOR STUDENTS’ ACADEMIC AWARENESS Ngatmin Abbas; Iffah Mukhlisah
Jurnal As-Salam Vol. 10 No. 1 (2026): Jurnal As-Salam
Publisher : Asosiasi Dosen Perguruan Tinggi Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37249/assalam.v10i1.1646

Abstract

The rapid development of Artificial Intelligence (AI) has significantly transformed learning practices in higher education, including the ways students access, process, and present academic knowledge. This study aims to examine institutional support for coding and AI learning, explore students’ perceptions of AI, analyze the transformation of students’ academic awareness amid the use of AI, and reconstruct its utilization within the framework of Islamic education and Islamic culture. This research employed a descriptive quantitative approach with a survey design. The participants were 108 students from several private universities in Surakarta and its surrounding areas. Data were collected through an online questionnaire and analyzed using descriptive statistics, including tabulation, percentages, and contextual interpretation. The findings reveal that institutional support for coding and AI learning remains moderate, and students’ understanding of basic AI concepts is similarly moderate. At the same time, most students perceive AI as relevant in supporting academic work in logical, critical, and systematic ways. However, the use of AI cannot be separated from the need to strengthen academic ethics, critical literacy, and a culture of verification. This study concludes that Islamic education and Islamic culture provide an important normative foundation for directing the use of AI so that it serves not merely as a tool of technological efficiency, but also as a means of cultivating students’ critical, reflective, and morally responsible academic awareness.
Between hope and reality: Challenges of islamic education teachers in implementing the independent curriculum at muhammadiyah 5 junior high school surakarta Muhammad Alfan Wiandani; Isfihani; Iffah Mukhlisah
At Turots: Jurnal Pendidikan Islam Vol. 7 No. 1 Juni (2025): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v7i1.920

Abstract

This study aims to comprehensively describe the implementation of the "Kurikulum Merdeka" (Independent Curriculum) by Islamic Religious Education (PAI) teachers at Muhammadiyah 5 Junior High School Surakarta in the 2024/2025 academic year, as well as to identify the problems encountered and the efforts made to address them. A descriptive qualitative approach was employed, utilizing observation, in-depth interviews, and documentation as data collection techniques. The research subjects included the principal and two PAI teachers. The findings revealed that the Kurikulum Merdeka has been implemented across all classes, using CP/ATP and modules prepared by the central Muhammadiyah foundation. PAI teachers actively contextualize their instruction by integrating Islamic values and discussing contemporary social issues relevant to students’ lives. Nonetheless, they face several challenges, including difficulties in applying differentiated instruction, limited time for formative assessments, and a lack of technical training. To address these challenges, the teachers engage in reflective teaching practices, attend internal workshops and online training, share best practices with peers, and improve their assessment design skills. The study concludes that successful implementation of Kurikulum Merdeka requires strong institutional support and continuous professional development. The findings imply the need for collaborative strategies among the government, foundations, and schools to empower teachers in navigating the complexities of the new curriculum.
Co-Authors Abdul Khaidir Halim Agus Fatuh Widoyo Agus Fatuh Widoyo Ainun Nabila Alfian Eko Rochmawan Alivvia, Hasna Andi Fitriani Djollong Angga Narjito, Ismu Apriliani, Elina Intan APRILIYANI, ERLY Astuti, Nita Yuli ASZAHRO, FATIMAH AULIYA, NISA’ Ayuk Wilujeng Wulandari Chusna Maulida Dedi Saputra Desy Arianti Eva Yuliyanti FATIMAH ASZAHRO Gunawan, Herri Ibrahim, Rifdah Arifah Indah Nurhidayati, Indah Isfihani Isfihani Isfihani, Isfihani Joko Sarjono Joko Sarjono Kharisma Dhila Rosadi Khusnul Fadlilah Lailla Hidayatul Amin M.J NASHIR Makhfud, Zhahrul Manasikana, Trisakti Arina Mar’atus Sholihah Muhamad Iqbal Muhammad Alfan Wiandani Muhammad Naufal Farras Muhammad Samsuri Muhammad Shubki Mujiburrahman Mujiburrahman Mujiburrohman Mujiburrohman Mukhlis Fatkhurrohman Mukhlis Faturrohman Muslimin, Edy NAHARI TRI MUSTIKA Nedri, Eviol Ngatmin Abbas Pambudi, Riski Kristianto PANGESTU , WISNU AJI panji pratama Praptiningsih, Praptiningsih PUSPITANINGRUM , SARAH Qudsiyah Laili Qudsiyah Laili R Rara Intan Mutiara Fajrin Restu Fakhrunnisa Rizka Puspita Damayanti Rofiah Nur Hidayah RR. Ella Evrita Hestiandari Sarjono, Joko Septian Nur Ika Trisnawati Sofiya Maratus Solikah solekhah Sugiyat SULISTYORINI, LENI Uswatun Khasanah Wardani, Anita Wulandari, Arifah Sri WULANDARI, INTAN AYU Yetty Faridatul Ulfah