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All Journal Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Ta´dib Risâlah, Jurnal Pendidikan dan Studi Islam Jurnal Ilmiah Didaktika : Media Ilmiah Pendidikan dan Pengajaran Southeast Asian Journal of Islamic Education TA'LIM : Jurnal Studi Pendidikan Islam AT-TA`DIB Al-Mudarris : Jurnal Ilmiah Pendidikan Islam Fakta: Jurnal Pendidikan Agama Islam Southeast Asian Journal of Islamic Education Journal of Islamic Education Research AT TA'LIM
Mashudi Mashudi
Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Islamic Religious Education Literacy and Numeration In the Perspective of the Al-Quran and Hadith Ainur Rofiq Sofa; Mukni’ah; Mashudi
Journal of Islamic Education Research Vol. 3 No. 2 (2022): Journal of Islamic Education Research
Publisher : Faculty of Education and Teacher Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v3i2.242

Abstract

The word Iqra 'is usually translated as "read.” This understanding follows the word Qara'a, which first meant "gathering.” The Qur'an o.” en uses the word Qara'a in various verses. When he received this sentence the, Prop,het Muhammad trembled and said he could not read. However, this verse’s revelation shows how the highest glorification and assessment of the ability to read and write various sciences is. These verses show that Allah SWT teaches people diverse knowledge, He opens multiple secrets, and He gives different keys to open the treasury of Allah's command, namely with a qalam or pen. Besides tongue reading, Allah also ordained that knowledge can be recorded. The Prophet Muhammad was a person who was not good at reading and writing, but he understood the importance of literacy. Literacy here is the ability to read and write. Including the ability to speak, calculate and solve problems at hand.
IMPLEMENTASI MEDIA PEMBELAJARAN AUDIO VISUAL DI MADRASAH IBTIDAIYAH NEGERI 6 JEMBER Arfan Efendi; Moh. Sutomo; Mashudi Mashudi
AT TA'LIM : Jurnal Madrasah Ibtidaiyah Vol. 2 No. 1 (2023): (Maret 2023)
Publisher : PGMI Department of Universitas Islam Ibrahimy Banyuwangi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69552/taklim.v2i1.1885

Abstract

The implementation of audio-visual learning media is very good for learning in madrasah, because students learn. This implementation is not only to attract attention so that students are able to pay attention to what material is in it, but the implementation of this learning media is to improve their memory through audio-visual learning. As according to Hamalik (Atin Fatimah 2019: 23) there are three factors that affect the success of a learning media implementation, namely: support from the head of the madrasah, peer teacher support, and internal support in the classroom. This implementation will not work if it is only driven by one factor such as the teacher, but everything will work if all are able to encourage and influence each other to keep running well an audio-visual learning media
Differentiation of Content, Process, and Product in Islamic Religious Education Learning at SD Baitul Amien 1 Jember Abdullah Hasyim Zain; Mashudi; Saihan
ATTA`DIB Vol. 10 No. 1 (2026): APRIL
Publisher : Program Studi PGMI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/at-tadib.v10i1.22542

Abstract

This study aims to analyze the implementation of differentiated instruction encompassing content, process, and product differentiation in Islamic Religious Education (IRE) learning at SD Baitul Amien 1 Jember. The study employed a qualitative approach with a case study design. Data were collected through classroom observations, semi-structured interviews with IRE teachers, students, and school administrators, as well as document analysis. The data were analyzed using thematic analysis involving data reduction, data display, and conclusion drawing, with trustworthiness ensured through source and technique triangulation. The findings reveal that content differentiation was implemented relatively systematically by adjusting the depth of learning materials based on students’ learning readiness. Process differentiation was reflected in the use of varied instructional strategies, flexible grouping, and diverse learning activities, although its implementation was constrained by time limitations and class size. Product differentiation was implemented through providing task options; however, it remained less optimal due to the dominance of written assessments. The study concludes that differentiated instruction has significant potential to enhance student engagement and understanding in Islamic Religious Education at the elementary level. Strengthening assessment flexibility and institutional support is essential to optimize the implementation of differentiated instruction in IRE learning.
Co-Authors Abdullah Hasyim Zain Ainur Rofiq Sofa Arfan Efendi Devy Habibi Muhammad Fatimah Azzahro ika nafisatus zuhro Kuni Baridah Aini Moch. Salman Alfarizi Moh Sutomo, Moh Moh. Sutomo Mukni’ah Saihan