Article Per Year (5 Year)
p-Index From 2021 - 2026
2.096
P-Index
This Author published in this journals
All Journal Dimas: Jurnal Pemikiran Agama untuk Pemberdayaan NUR EL-ISLAM : Jurnal Pendidikan dan Sosial Keagamaan Andragogi : Jurnal Ilmiah Pendidikan Agama Islam TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah ACADEMIA: Jurnal Inovasi Riset Akademik Tadris: Jurnal Pendidikan Islam At-Tarbawi: Jurnal Kajian Kependidikan Islam Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah TARBIYAH: Jurnal Pendidikan Agama Islam Al-Ijtimā: Jurnal Pengabdian Kepada Masyarakat EDUCATIONAL: Jurnal Inovasi Pendidikan dan Pengajaran Literacy: Journal of Education and Social Science
Hakiman
Universitas Islam Negeri Raden Mas Said Surakarta
Religion Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

Published : 13 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 13 Documents
Search

 1   2 
Implementation of Tahfidz Juz 29 Program with Dzikroni Method in Class VIII A at MTs Muhammadiyah Waru Baki Sukoharjo Academic Year 2025/2026 Riko Iman Pramudya; Shokhibul Mighfar; Hakiman
Literacy: Journal of Education and Social Science Vol. 3 No. 1 (2025): Literacy: Journal of Education and Social Science
Publisher : Literacy: Journal of Education and Social Science

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

Abstract

The erosion of students’ religious character in Islamic schools has become an urgent educational challenge, particularly in fostering discipline, moral awareness, and respectful behavior. This study investigates how religious character is cultivated among eighth-grade students at MTs Darul Ma'arif Purwodadi in the 2024/2025 academic year and evaluates the effectiveness of institutional religious habituation programs. Using a qualitative case study design, data were collected through classroom observations, semi-structured interviews with teachers and students, and institutional documentation. Data were analyzed using an interactive model of data reduction, data display, and verification, with triangulation applied to ensure trustworthiness.The results indicate that religious character formation is facilitated through an integrated system of religious habituation, including Asmaul Husna recitation, Qur’anic literacy (BTQ), congregational prayers, and regular Qur’an recitation. These practices, supported by consistent teacher supervision and role modeling, contribute to increased religious awareness, improved discipline, and more positive student behavior. However, variations in student engagement and self-discipline suggest the need for more individualized reinforcement strategies. This study contributes to Islamic education literature by demonstrating how structured religious routines and pedagogical modeling can serve as an effective framework for character education in madrasah settings
KESENJANGAN PRAKTIK DAN REKONSTRUKSI PAI INKLUSIF BAGI ANAK BERKEBUTUHAN KHUSUS Della Rahmayani; Muhammad Hazib Khoironi; Annisa Sandy Hudha; Syahru Fajar Ibrahim; Hakiman Hakiman
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 5 No. 4 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v5i4.10250

Abstract

ABSTRACT This study is grounded in the persistent mismatch between conceptual frameworks and the actual implementation of Islamic Religious Education (PAI) for students with special needs within inclusive education systems. It aims to identify the nature of this gap while formulating a more responsive learning approach grounded in Islamic values. The research employs a qualitative approach using library research by examining scholarly articles, academic books, and relevant policy documents. Data were analyzed through thematic analysis, involving processes of selection, coding, categorization, and interpretation to uncover key implementation patterns. The findings reveal three main issues: limited teacher competence in managing inclusive learning, suboptimal use of adaptive instructional strategies, and weak collaboration among stakeholders in supporting educational services. Additionally, the tendency toward uniform teaching practices hinders the fulfillment of individual learners’ needs. Based on these findings, the study emphasizes that the development of inclusive PAI requires an integrative learning model that combines differentiated, multisensory, and collaborative approaches within a unified framework. This model is grounded in the principles of justice, equality, and compassion as core values in the learning process. Therefore, the proposed approach is expected to foster more adaptive, humanistic, and sustainable educational practices. ABSTRAK Penelitian ini berangkat dari masih adanya ketidaksesuaian antara kerangka konseptual dan praktik pembelajaran Pendidikan Agama Islam (PAI) bagi anak berkebutuhan khusus dalam sistem pendidikan inklusif. Studi ini bertujuan mengidentifikasi bentuk kesenjangan tersebut sekaligus merumuskan pendekatan pembelajaran yang lebih responsif berbasis nilai keislaman. Penelitian menggunakan pendekatan kualitatif melalui library research dengan menelaah berbagai artikel ilmiah, buku akademik, dan dokumen kebijakan yang relevan. Data dianalisis menggunakan thematic analysis melalui proses seleksi, pengodean, pengelompokan, dan penarikan makna untuk menemukan pola utama implementasi.Hasil kajian menunjukkan tiga temuan pokok, yaitu keterbatasan kompetensi guru dalam mengelola pembelajaran inklusif, belum optimalnya penggunaan strategi pembelajaran adaptif, serta lemahnya kolaborasi antar pemangku kepentingan dalam mendukung layanan pendidikan. Selain itu, praktik pembelajaran yang masih cenderung seragam menjadi faktor yang menghambat pemenuhan kebutuhan individual peserta didik. Berdasarkan temuan tersebut, penelitian ini menegaskan bahwa pengembangan PAI inklusif memerlukan model pembelajaran yang mengintegrasikan pendekatan diferensiatif, multisensori, dan kolaboratif dalam satu kerangka yang utuh. Model ini berlandaskan nilai keadilan, kesetaraan, dan kasih sayang sebagai prinsip utama dalam proses pembelajaran. Dengan demikian, pendekatan yang dihasilkan diharapkan mampu mendorong terwujudnya layanan pendidikan yang lebih adaptif, humanis, dan berkelanjutan.
Instructional Methods Applied by Visually Impaired Teachers in Teaching Students with Intellectual Disability Hakiman Hakiman
TADRIS: Jurnal Pendidikan Islam Vol 15 No 1 (2020)
Publisher : State Islamic Institute of Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/tjpi.v15i1.3136

Abstract

AbstractThis study aims at investigating the instructional methods applied by the Islamic religious education teacher with visual impairment in teaching the students with mild and moderate intellectual disability.This study is a qualitative descriptive research. The data were collected through in-depthinterview, observation and documentation techniques. Triangulation is used as the technique to facilitate the validation of data, including the methods, sources and theories. Meanwhile, the data analysis technique includes data reduction, data display and conclusion drawing.The findings of this study reveal that in the learning activities, the visual impaired teacher uses several methods, including lecture method, discussion method, demonstration method, and assignment method on students with mild intellectual disability. Meanwhile, the methods used on students with moderate intellectual disability include lecture method, discussion method, storytelling method, demonstration method and drilling method. The process is equipped with learning media, including audio-visual media, screen reader technology, printouts in which self-helped students also provide assistance to the teacher.This study describes the learning process of Islamic religiouseducation conducted by visually impaired teacherand it is expected that the findings will provide insight and input for teachers in teaching students with intellectual disabilities both in schools for special needs and similar inclusive schools. Keywords: Methods, Visually Impaired Teachers, Intellectually Disability, Islamic Religious Education
Co-Authors Abdulloh Hadziq Aginra Falah Istiqomah Ainun Yudhistira Alrita Mulyaningsih Aminudin Aminudin Anisa Nur Hasanah Annisa Sandy Hudha Arifah Nur Imamma Azzahra Sindhi Latifa Defita Diah Ayu Della Rahmayani Fina Thazha Eka Sari Hamim Sirojuddin Al Manshur Isnaini A Sifa Rohmah Khuriyah . Muh.Muhyihuddin A.Q.J. Muhammad Hazib Khoironi Raha Bistara Rahma Nurwahyuningsih Riko Iman Pramudya Rohim Habibi Septian Dwi urniawati Shokhibul Mighfar Siti Choiriyah Syahru Fajar Ibrahim Tri Era Khoiriyah