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All Journal Al-Muaddib : Jurnal Kajian Ilmu Kependidikan Al Ibtidaiyah: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Al Adawat : Jurnal Pendidikan Madrasah Ibtidaiyah MUDARRISA: Jurnal Kajian Pendidikan Islam
Ariga Bahrodin
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Religion Earth & Planetary Sciences Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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PERAN POLA ASUH PENGASUH PONDOK PESANTREN TERHADAP PERKEMBANGAN SOSIAL EMOSIONAL SANTRI USIA 7-12 TAHUN DAN IMPLIKASINYA BAGI SISWA MI Arifah Amani; Ariga Bahrodin
AL IBTIDAIYAH: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 6 No. 1 (2025): Januari
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/ibtidaiyah.v6i1.2182

Abstract

The parenting pattern in every Islamic boarding school cannot be separated from the presence of a leader of the Islamic boarding school, namely a Kyai. Kyai is someone who has full authority and fully leads the implementation rules in the Islamic boarding school. Kyai is also a very important person in parenting, because in the hands of the Kyai will be determined the parenting pattern and the educational process that is carried out. The purpose of this study is to investigate in depth the relationship between the parenting pattern of Islamic boarding school caregivers and children's social-emotional development. By analyzing the specific facts and factors in parenting patterns that can influence the development of children's social-emotional development, this study aims to make a significant contribution to our understanding of how the family environment plays an important role in forming the basis for children's social-emotional development. Research results 1. The parenting pattern of caregivers is reflected as an authoritative parenting pattern that is contextualized with a religious and institutional approach typical of Islamic boarding schools. This parenting pattern is characterized by a balance between control and emotional closeness. 2. Implications of the parenting pattern of caregivers through a. application of authoritative parenting patterns b. discipline and emotional regulation c. affection and appreciation as the basis for positive emotions d. independence and self-identity e. instilling moral and social values f. emotional involvement of caregivers and responses to children g. evaluation and adaptation of parenting patterns.
PENERAPAN MEDIA GAMBAR UNTUK MENINGKATKAN KEMAMPUAN LITERASI BACA TULIS KELAS III MI SALAFIYAH SYAFI’IYAH Fika Mustaghfiroh; Ariga Bahrodin; Laily Masruroh
Al-Adawat : Jurnal Pendidikan Madrasah Ibtidaiyah Vol. 2 No. 02 (2023): AGUSTUS
Publisher : PGMI UNHASY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/aldawat.v2i02.4753

Abstract

Membangkitkan minat membaca anak-anak, guru dapat mulai mengembangkan kemampuan literasi siswanya. Seorang siswa dengan keterampilan membaca yang kuat mampu mencari informasi secara kritis, analitis, dan reflektif. Tujuan penelitian ini adalah 1) Mendeskripsikan penggunaan media gambar pada siswa kelas III MI Salafiyah Syafi'iyah Bandung 2) Penerapan medis gambar untuk meningkatkan literasi baca tulis siswa kelas III Studi Kasus MI Salafiyah Syafi’iyah Bandung 3) Mengetahui faktor pendukung dan penghambat media gambar untuk meningkatkan literasi baca tulis siswa kelas III Studi kasus MI Salafiyah Syafi’iyah Bandung. Penelitian ini menggunakan metodologi penelitian kualitatif deskriptif. Peneliti sendiri adalah alat utama. Teknik pengumpulan data meliputi observasi, wawancara, dan dokumentasi. Setelah itu, data diperiksa dengan cara mereduksi data dan membuat kesimpulan. Temuan penelitian menunjukkan 1)Penerapan media gambar pada siswa kelas III dilakukan setiap hari selama 15 menit sebelum pembelajaran dimulai, kegiatan literasi dalam membaca dan menulis melalui literasi memiliki kegiatan dalam menelusuri keterampilan berpikir kritis pada siswa kelas III. 2) Kemampuan berpikir kritis siswa kelas III yang mengikuti kegiatan literasi secara bertahap meningkat. Terlihat bahwa siswa mampu memusatkan perhatian dari dalam dengan memulai kegiatan membaca, menulis dan belajar. Siswa lebih mampu mengumpulkan informasi penting dari teks bacaan, mengingat, mengolah, menganalisis dan memberikan jawaban atas bacaan berdasarkan pengalaman dan pengetahuan pribadi. Sehingga ia dapat menilai kemampuannya sendiri secara mandiri, berbekal ilmu dan informasi yang didapatnya dari bacaan. 3) Kalender kegiatan literasi yang terorganisir, sarana dan prasarana yang lengkap, dukungan dan kerjasama dari berbagai pihak, serta metodologi kegiatan literasi yang beragam merupakan faktor-faktor yang membantu terselenggaranya kegiatan literasi. Minimnya minat literasi di kalangan sebagian siswa dan tersedianya pembelajaran jarak jauh menjadi kendala dalam melaksanakan program literasi.
INTERNALISASI NILAI ANTI BULLYING MELALUI PEMBELAJARAN AKIDAH AKHLAK PADA SISWA KELAS II DI MI Khabibi, Muhammad Kharis; Ariga Bahrodin
AL-MUADDIB: Jurnal Kajian Ilmu Kependidikan Vol. 7 No. 4 (2025): Oktober
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/muaddib.v7i4.2217

Abstract

Bullying is a form of moral deviance that is frequently found at the elementary school level. Although some may consider it a normal occurrence, in reality, this behavior has significant negative impacts on students’ social and psychological development. Bullying can manifest as physical violence, hurtful words, or psychological pressure, usually carried out repeatedly by individuals or groups toward victims perceived as weaker, either physically or socially. Therefore, anti-bullying education needs to be implemented from an early age, one of which can be through Akidah Akhlak (Faith and Morals) learning. This study aims to describe the internalization process of anti-bullying values and to identify the supporting and inhibiting factors in Akidah Akhlak learning among second-grade students at MI Hidayatul Mubtadiin Ngudirejo, Jombang. The research employs a qualitative approach with a case study method. Data were collected through observation, interviews, and documentation, then analyzed using the Miles and Huberman model. The findings reveal that the internalization of values occurs through teacher role modeling, integration of values into teaching materials, and support from both the school environment and parents. Supporting factors include the active involvement of all school members, while inhibiting factors involve negative influences from outside the school, limited regulations, and students’ underdeveloped emotional regulation skills.
The Impact of School-Parent Collaboration and Family Environment on Character Education of Students at Madrasah Ibtidaiyah Asriana Kibtiyah; Ariga Bahrodin; Yusuf Ahmed Muaz; Khoirul Umam; Hanifuddin; Khoirotul Idawati
MUDARRISA: Jurnal Kajian Pendidikan Islam Vol. 17 No. 2 (2025): Mudarrisa: Jurnal Kajian Pendidikan Islam
Publisher : Universitas Islam Negeri (UIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Objectives: This study examined the influence of school–parent collaboration and family environment on the character development of madrasah ibtidaiyah students in Jombang, Indonesia. Method: Using a quantitative approach and associative descriptive method, the study involved purposive sampling of 23 units of madrasah ibtidaiyah in Jombang, Indonesia, with 47 paired respondents.  The questionnaire measured three variables: School–Parent Collaboration based on Epstein’s model, Family Environment based on Baumrind’s parenting theory, and Student Character based on Lickona and Zubaedi.  Data analysis included tests for normality, multicollinearity, heteroscedasticity, and multiple linear regression. Results: The results showed that school–parent collaboration had no effect on character education, family environment had no effect on character education. and school–parent collaboration and family environment together had no effect on character education, contributing only 2.4%. Theoretical Contribution: The theoretical contributions of this study are: 1) supporting Bronfenbrenner’s ecological theory, Vygotsky’s theory of the Zone of Proximal Development (ZPD), and Bandura’s social theory; 2) identifying character values in Islamic education, such as ṣidq (honesty), amānah (responsibility), ṣabr (patience), raḥmah (compassion), discipline, 'adl (justice), and solidarity; and 3) proposing character education strategies that include syirkah tarbawiyyah (education with true partnership), mas'ūliyyah musytarakah (spiritual responsibility), uswah ḥasanah (exemplary behavior), tarbiyah raqamiyyah (digital education), and tawāzun tarbawī (balanced education).   Implication Future research should adopt longitudinal approaches and broader factors.
Co-Authors Arifah Amani Asriana Kibtiyah Fika Mustaghfiroh Hanifuddin Khabibi, Muhammad Kharis Khoirotul Idawati Khoirul Umam Laily Masruroh Yusuf Ahmed Muaz