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All Journal AL-TA´LIM Journal of English and Arabic Language Teaching Al-Manar : English and Arabic Journal Jurnal Ushuluddin Sosial Budaya Indonesian Journal of Integrated English Language Teaching Religious: Jurnal Studi Agama-Agama dan Lintas Budaya Jurnal Ilmiah Peuradeun JURNAL PENDIDIKAN TAMBUSAI Al-Ta'lim Didaktik : Jurnal Ilmiah PGSD STKIP Subang JETE Kutubkhanah Jurnal Penelitian Sosial Keagamaan Datokarama English Education Journal (deejournal) Innovative: Journal Of Social Science Research Journal of Social Science Utilizing Technology Journal of Innovative and Creativity Journal of Social Science Utilizing Technology Journal of Science and Mathematics Education
Nur Aisyah Zulkifli
Universitas Islam Negeri Sultan Syarif Kasim Riau, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Strategi Guru Pendidikan Agama Islam dalam Meningkatkan Motivasi Belajar Siswa Nur Hamidah; Nur Aisyah Zulkifli
Jurnal Pendidikan Tambusai Vol. 9 No. 3 (2025): Desember
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

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Abstract

Pendidikan Agama Islam (PAI) memainkan peran penting dalam membentuk perkembangan intelektual dan moral siswa. Efektivitas lingkungan belajar PAI sangat dipengaruhi oleh tingkat motivasi siswa, yang dipengaruhi oleh kombinasi faktor internal dan eksternal. Artikel ini mengeksplorasi strategi yang diterapkan oleh guru Pendidikan Agama Islam untuk meningkatkan motivasi siswa melalui pendekatan pedagogis inovatif dan kontekstual. Strategi yang diterapkan mencakup berbagai metode pengajaran, penggunaan media inovatif, pemberian insentif, dan penciptaan lingkungan belajar yang optimal. Temuan penelitian menunjukkan bahwa strategi tersebut efektif dalam meningkatkan motivasi dan keterlibatan siswa, serta mengubah perilaku keagamaan mereka. Oleh karena itu, sangat penting untuk meningkatkan kompetensi pendidik, mengoptimalkan fasilitas dan lingkungan yang mendukung pembelajaran, serta menciptakan lingkungan yang kondusif untuk pengajaran PAI yang efektif.
Telaah Sistematis Praktik Pisah Tempat Tidur dan Korelasinya dengan Pembentukan Etika dan Moral Anak T. Azizah Tambusai; Nur Aisyah Zulkifli
Jurnal Pendidikan Tambusai Vol. 9 No. 3 (2025): Desember
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

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Abstract

Penelitian ini mengkaji praktik pemisahan tempat tidur anak dan pengaruhnya terhadap pembentukan etika dan moral dari perspektif psikologi dan agama Islam. Fenomena hubungan sedarah (incest) yang terjadi di beberapa daerah di Indonesia menjadi latar belakang pentingnya kajian ini. Metode yang digunakan adalah telaah sistematis literatur dengan menganalisis pendapat para ahli psikologi dan pandangan Islam mengenai fase perkembangan anak. Hasil penelitian menunjukkan bahwa pemisahan tempat tidur anak yang dilakukan pada usia 3-10 tahun memiliki dampak signifikan terhadap perkembangan moral dan etika anak. Pemisahan ini berfungsi sebagai upaya pencegahan terhadap penyimpangan seksual, mempersiapkan anak menghadapi masa pubertas, memberikan ruang privasi, serta meningkatkan kemandirian dan disiplin. Sebaliknya, tidak dipisahkannya tempat tidur anak dapat menimbulkan dampak negatif seperti seks bebas, incest, LGBT, dan gangguan psikologis lainnya. Penelitian ini menyimpulkan bahwa pemisahan tempat tidur merupakan bagian penting dari pendidikan seks dan pembentukan karakter anak yang sejalan dengan nilai-nilai psikologi dan ajaran Islam.
Content Analysis of English Classroom Interactions to Identify Patterns of Instructional Language Use and Student Engagement Mohd. Rafi Riyawi; Nur Aisyah Zulkifli
Journal of Innovative and Creativity Vol. 5 No. 3 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i3.5520

Abstract

This study investigates patterns of instructional language use and student engagement in English classroom interactions during the 2022–2024 academic period, a time marked by shifting educational priorities toward digital learning integration and increasing demands for student-centered pedagogy. The purpose of this research was to examine how features of teacher talk—such as questioning strategies, scaffolding, feedback types, and discourse management—shape learners’ behavioral and verbal engagement during classroom activities. The study draws upon interactional competence theory, sociocultural learning theory, and classroom discourse analysis to understand how instructional language mediates student participation. The study applies a qualitative content analysis approach supported by NVivo-assisted coding to identify recurring patterns within English classroom interactions. Rather than relying exclusively on quantitative language indicators, the analysis focuses on interpreting interactional meanings, discourse structures, and thematic patterns derived from transcribed classroom recordings. Teacher utterances and student responses were coded through iterative cycles—open, axial, and selective coding—to ensure systematic categorization and enhanced coding reliability. Indicators of student engagement (responsive, voluntary, and collaborative engagement) were treated as qualitative attributes that contextualized the relationship between instructional language features and participation dynamics. Instead of conducting statistical modeling, the study emphasizes narrative associations, interactional themes, and conceptual linkages to illuminate how instructional language facilitates or restricts engagement. The findings reveal that teacher talk dominates classroom discourse, with display questions, directives, and procedural instructions appearing most frequently. Classrooms with higher proportions of genuine questions, scaffolding strategies, and elaborative feedback exhibited noticeably greater voluntary and collaborative engagement. In contrast, directive-heavy interactional patterns produced shorter student responses and limited opportunities for dialogue. NVivo analysis identified three overarching themes—interactional dominance, limited dialogic space, and uneven engagement distribution—indicating persistent challenges in implementing student-centered learning. The study concludes that instructional language plays a significant role in shaping the depth and distribution of student engagement in English classrooms. Strategic use of questioning, scaffolding, and feedback enhances learner participation and creates a more interactive learning environment. These findings highlight the importance of discourse-focused pedagogical development to support student-centered learning and improve interactional quality in Indonesian EFL classrooms.
Perbandingan Hasil Belajar Santriwan dan Santriwati Pada Mata Pelajaran Akidah Akhlak di Madrasah Diniyah Awwaliyah Baiturrahman, Rumbai, Kota Pekanbaru Muhammad Hafid; Nur Aisyah Zulkifli
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 In Press
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9270

Abstract

The objective of this study is to analyze and compare the cognitive learning outcomes of the Akidah Akhlak subject between male and female students enrolled at Madrasah Diniyah Awwaliyah (MDA) Baiturrahman, Rumbai, Pekanbaru City. A quantitative approach was utilized, employing an ex post facto design. The entire population, comprising 21 students from grades 1 to 4, served as the subjects of this research study (total sampling). The data were collected through the documentation of semester exam results/report cards. A subsequent descriptive analysis revealed that the mean score attained by female students (85.00) was marginally higher than that of their male counterparts (82.71). However, subsequent to the fulfillment of the normality and homogeneity tests, the Independent Samples T-Test hypothesis test yielded a significance value (Sig. 2-tailed) of 0.611. Given that the p-value is greater than 0.05, the Null Hypothesis (H0) is accepted. The findings of this study indicate that there is no statistically significant difference in the average cognitive learning outcomes of the Akidah Akhlak subject based on gender at MDA Baiturrahman Rumbai, Pekanbaru. Keywords: The following learning outcomes have been identified: Akidah Akhlak, Gender, Male Students, and Female Students.
Implementasi Pendidikan Akhlak dalam Kegiatan Harian Santri di Pondok Pesantren Rifald Rizal; Nur Aisyah Zulkifli
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9312

Abstract

This study aims to describe and analyze the implementation of moral education (ta’dīb) in the daily routines of students at Pondok Pesantren Darul Hadits Al-Aidarusiyah. Moral education is viewed as the core of personality formation in Islamic pedagogy; therefore, pesantren serve as a strategic environment for the internalization of moral values through habituation, exemplary conduct, disciplinary systems, and spiritual training integrated throughout 24-hour activities. Employing a qualitative approach with a case study design, data were collected through participant observation, in-depth interviews with the kyai, teachers, and students, as well as documentation analysis of the curriculum, daily schedules, and institutional regulations. Data were analyzed using Miles, Huberman, and Saldana’s interactive model, while credibility was ensured through source and methodological triangulation. The findings indicate that moral education in this pesantren is implemented comprehensively, systematically, and consistently across all dimensions of students’ daily lives. Moral values are not delivered as an independent subject; rather, they are embedded in worship practices, learning activities, social interactions, cleanliness routines, and disciplinary mechanisms. Triangulated data reveal strong coherence between planning, implementation, and evaluation, forming a structured and accountable moral development system. Four major determinants underpin the effectiveness of moral education: the holistic integration of moral values, the exemplary role of kyai and teachers, the controlled learning environment, and well-organized management structures. This study concludes that the pesantren’s model of moral education provides a valuable reference for other educational institutions seeking to develop comprehensive, effective, and sustainable character education systems.
Integrasi Nilai Keislaman dalam Projek Penguatan Profil Pelajar Pancasila (P5RA) Alfian Gunawan; Nur Aisyah Zulkifli
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9313

Abstract

ABSTRAK The implementation of the Pancasila and Rahmatan lil 'Alamin Student Profile Strengthening Project (P5RA) in madrasas requires the systematic integration of Islamic values, but its implementation is still influenced by the readiness of teachers and the dynamics of students. This study aims to analyze the integration process in the planning, implementation, and evaluation of the project. Using a qualitative approach and Miles and Huberman's interactive analysis, data were collected through in-depth interviews with five teachers and five students, then analyzed through the stages of reduction, presentation, and verification. The results show that the values of trustworthiness, discipline, cooperation, manners, and social awareness are the most dominant values integrated through work meetings, module development, habituation, insertion of verses and hadiths, reflection, and teacher role modeling. Although student responses tended to be positive, the implementation of integration still faced obstacles in the form of the unpreparedness of some teachers, time constraints, and variability in student consistency. These findings imply the need to strengthen teacher competence and continue character building so that the integration of Islamic values in P5RA can be more optimal and sustainable.
THE ROLE OF THE FAMILY IN INSTILLING CHARACTER EDUCATION VALUES IN YOUNG CHILDREN: HONESTY, DISCIPLINE, RESPONSIBILITY, AND POLITENESS Agus Rifai; Nur Aisyah Zulkifli
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025.
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9368

Abstract

The application of character values in early childhood is widely regarded as a deliberate and systematic effort to nurture a generation of individuals characterized by virtue and moral integrity. The family, as the first and primary environment, plays a fundamental role in the process of internalizing character values through habituation, role modeling, and positive interactions. This study aims to analyze the role of the family in instilling four core character values namely honesty, discipline, responsibility, and politeness which are considered crucial for the moral development of early childhood. This study uses a descriptive qualitative approach, supported by a systematic literature review. The data presented in this study were obtained from various sources, including books, scientific articles, and regulations related to character education. The results show that the family has a dominant influence in shaping character through parenting, interpersonal communication, behavior regulation, and role modeling. This study makes a significant contribution to the field of family strategies in strengthening the character of early childhood amid the challenges of the digital age. It is hoped that these findings can serve as a reference for educators, parents, and future researchers in formulating family-based character building programs.
PENGARUH PEMBELAJARAN PENDIDIKAN AGAMA ISLAM TERHADAP MORALITAS SISWA SEKOLAH MENENGAH ATAS Saiful Anam; Nur Aisyah Zulkifli
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 10 No. 04 Desember 2025 In Progress
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9643

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh pembelajaran Pendidikan Agama Islam (PAI) terhadap akhlak siswa di SMA Negeri Sungai Apit tahun ajaran 2025. Pendekatan yang digunakan adalah kuantitatif korelasional (ex post facto) dengan sampel 32 siswa dari satu kelas, menggunakan teknik sampling jenuh. Instrumen penelitian berupa angket skala Likert yang mengukur indikator pembelajaran PAI (pemahaman materi, keaktifan, keteladanan guru, dan pembiasaan ibadah) serta indikator akhlak siswa (kejujuran, disiplin, tanggung jawab, sopan santun, dan hubungan sosial). Hasil penelitian menunjukkan bahwa pembelajaran PAI memiliki pengaruh positif dan signifikan terhadap akhlak siswa dengan koefisien regresi 0,412 dan kontribusi 29,1%. Skor rata-rata pembelajaran PAI sebesar 84,1 dan akhlak siswa 85,6, keduanya termasuk kategori tinggi. Uji validitas dan reliabilitas instrumen menunjukkan hasil valid dan reliabel, sedangkan uji normalitas dan linearitas memenuhi syarat analisis regresi. Penelitian ini menegaskan bahwa pembelajaran PAI tidak hanya meningkatkan penguasaan materi, tetapi juga membentuk perilaku moral positif melalui keteladanan guru dan pembiasaan praktik ibadah. Temuan ini memberikan implikasi praktis bagi penguatan pendidikan karakter dan strategi pembelajaran PAI yang lebih efektif.
PENGARUH PENERAPAN 7 KEBIASAAN ANAK INDONESIA HEBAT TERHADAP PEMBENTUKAN KARAKTER DISIPLIN SISWA SEKOLAH DASAR DI ERA DIGITAL Riswan; Nur Aisyah Zulkifli
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 Published
Publisher : STKIP Subang

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Abstract

The objective of this study is to analyze the implementation of the 7 Habits of Great Indonesian Children in shaping the discipline character of elementary school students in the digital era. These seven habits encompass a range of practices, including early bedtime, early wake-up times, religious observances, physical exercise, consumption of nutritious foods, engagement in educational pursuits, and participation in social activities. This research employs a qualitative case study method conducted in two elementary schools with urban and suburban backgrounds. The data collection techniques employed in this study encompass in-depth interviews, participatory observations, and document analysis. These techniques entail the involvement of informants such as fourth- to sixth-grade students, teachers, and parents. The findings indicate that the implementation of these seven habits contributes positively to fostering student discipline, particularly in aspects of time management, personal responsibility, and academic as well as social discipline. However, significant challenges emerge from the influence of the digital era, including excessive gadget use and distractions from social media, which may impede the efficacy of character-building efforts. The provision of teacher support and the active involvement of parents are identified as crucial factors in addressing these obstacles. This study posits that the 7 Habits of Great Indonesian Children constitutes a pertinent and strategic character development framework to address character education challenges in the digital age, particularly in cultivating student discipline from an early age. This text serves as a significant point of reference for other educational institutions that are endeavoring to establish comprehensive, effective, and sustainable character education systems.
Enhancing Numeracy Skills through Realistic Mathematics Education: A School-Based Study at Sekolah Kebangsaan Seri Suria Rahman, Ahmad Farid; Zulkifli, Nur Aisyah
Journal of Science and Mathematics Education Vol. 2 No. 1 (2026): Journal of Science and Mathematics Education, March 2026
Publisher : Lembaga Publikasi Ilmiah Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70716/josme.v2i1.409

Abstract

This study aims to examine the effectiveness of the Realistic Mathematics Education (RME) approach in enhancing students’ numeracy skills at Sekolah Kebangsaan Seri Suria. Numeracy is a fundamental competence that supports students’ ability to apply mathematical concepts in real-life contexts; however, many primary school students experience difficulties in connecting abstract mathematical ideas to everyday situations. To address this issue, a quasi-experimental design with a pre-test and post-test control group was employed. The participants consisted of 60 Year 5 students divided into an experimental group receiving instruction through the RME approach and a control group taught using conventional methods. Data were collected through standardized numeracy tests and classroom observation sheets. The results indicated a statistically significant improvement in the experimental group’s post-test scores compared to the control group. Students exposed to RME demonstrated better conceptual understanding, problem-solving abilities, and engagement during learning activities. The findings suggest that contextual learning tasks, student-centered exploration, and guided reinvention processes embedded in the RME framework contribute positively to numeracy development. This study highlights the importance of integrating realistic contexts into mathematics instruction to foster meaningful learning experiences. It is recommended that primary school teachers adopt RME strategies to strengthen numeracy proficiency and promote deeper mathematical understanding among learners.
Co-Authors Agus Rifai Aldila Krisnaresanti, Aldila Alfian Gunawan Amani, Lu’lu’ Ahlam Ansor, Faridul Ellya Roza Fitrani Dinda Fadilah Hasbullah Hasbullah Hasbullah Hasbullah Jannah, Dwi Susi Miftakhul Khaidir Alimin Masduki Masduki Mohd. Rafi Riyawi Muhammad Hafid Muhammad Zaki Al-Asyraf Nur Hamidah Nurma Dianti Putri Rahman, Ahmad Farid Rifald Rizal Riska Syafitri Riswan Romaito Rambe Roza, Ellya Saiful Anam Satria, Dessy Siregar, Siti Saidah Suryan A. Jamrah Suryan A. Jamrah Syafitri, Riska T. Azizah Tambusai Wilaela Wilaela Zulhiddah, Zulhiddah