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All Journal Auladuna Lingue : Jurnal Bahasa, Budaya, dan Sastra ELOQUENCE: Journal of Foreign Language Indonesian Journal of Early Childhood : Jurnal Dunia Anak Usia Dini Banun : Jurnal Pendidikan Islam Anak Usia Dini Al-Bustan: Jurnal Pendidikan Islam Jurnal Pengabdian Kepada Masyarakat International Journal of Interdisciplinary Research International Journal of Education Management and Religion Episteme: Jurnal Kajian Mahasiswa GENIUS: Journal of Elementary Pedagogy and Innovation Studies International Journal of Law
Nurhikmah
Universitas Islam Negeri Alauddin Makassar
Religion Arts Humanities Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Gender and School-Origin Differences in Elementary Students’ Mastery of the Greatest Common Factor Nurhikmah; Ibnu Imam Al Ayyubi; Wildan Miftahussurur; Brilliant Windy Khairunnisa
GENIUS: Journal of Elementary Pedagogy and Innovation Studies Vol. 2 No. 1 (2026): GENIUS: Journal of Elementary Pedagogy and Innovation Studies
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul 'Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/genius.v2i1.546

Abstract

Mastery of the Greatest Common Factor (GCF) is a fundamental component of number learning in elementary mathematics, as it supports students’ understanding of arithmetic operations and later mathematical reasoning. However, differences in students’ mathematical achievement may be associated with individual and institutional factors, including gender and school type. This study aims to examine the effects of school type and gender on elementary school students’ mastery of the Greatest Common Factor and to determine whether an interaction exists between these variables. The study employed a quantitative approach using an ex post facto comparative factorial design. The sample consisted of 28 sixth-grade students from three Islamic elementary schools in West Bandung Regency, Indonesia. Data were analyzed using descriptive statistics and Two-Way ANOVA after meeting the assumptions of normality and homogeneity. The results indicate that school type significantly affects students’ GCF mastery. Gender also shows significant differences in learning outcomes between male and female students. However, no significant interaction effect was found between school type and gender. These findings suggest that variations in GCF mastery are influenced more by institutional context and gender differences independently rather than by their combined effect. This study contributes empirical evidence on how student characteristics and school context relate to numeracy achievement in elementary mathematics learning.
Equilibrium of Faith and Logic: Integrating Islamic Moral Values and Mathematics Education in Various Contexts Nurhikmah; Ibnu Imam Al Ayyubi; Eko Prayetno; Desti Jamaliah; Nabila Mumtazah
International Journal of Education Management and Religion Vol. 1 No. 2 (2024): July 2024
Publisher : Pondok pesantren As-salafiyah As-Safi'iyyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71305/ijemr.v1i2.167

Abstract

The integration of Islamic moral values into mathematics education aims to create a balance between faith and logic, ensuring that learning is not solely focused on intellectual aspects but also on the development of noble character. This study seeks to explore the impact of this integrative approach on students' learning motivation, conceptual understanding, and moral value formation.Integrating Islamic values into mathematics education is challenging due to teachers' limited understanding of the connection between these values and mathematical concepts, insufficient resources, and students' lack of perceived relevance, which affects motivation.Time constraints and the need for institutional support further complicate this integration.Solutions include professional training for teachers, development of relevant materials, collaboration among educators, innovative teaching methods like project-based learning, and community involvement. Regular evaluations and feedback can enhance teaching strategies, fostering a generation that is academically skilled and morally grounded. The findings indicate that incorporating Islamic values such as honesty, justice, and responsibility into mathematics education enhances students' awareness of the real-life relevance of mathematics. Teaching methods such as case studies, project-based learning, and group discussions that link mathematics to Islamic values, such as zakat calculations and resource management, train students to think critically and make decisions based on ethical principles. Moreover, collaboration between mathematics teachers and Islamic education (PAI) teachers is a key factor in creating meaningful learning experiences. Despite challenges like additional time required for material preparation, this approach proves effective in shaping a generation that is not only academically proficient but also morally upright.
Comparative Analysis of Islamic Religious Education Teaching Methods and Their Impact on Mathematical Thinking Skills Ibnu Imam Al Ayyubi; Eko Prayetno; Nurhikmah; Indri Saputri; Akhbar Susilo
International Journal of Education Management and Religion Vol. 2 No. 2 (2025): July 2025
Publisher : Pondok pesantren As-salafiyah As-Safi'iyyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71305/ijemr.v2i2.170

Abstract

This study aims to analyze the differences in Islamic Religious Education (PAI) learning methods and their impact on students' mathematical thinking skills at SMK Roudlotul ‘Ulum, which operates under the Roudlotul ‘Ulum Islamic Boarding School Foundation in West Bandung. The population of this study includes all students at SMK Roudlotul ‘Ulum, with a sample consisting of two classes: Class X1 with 33 students and Class X2 with 28 students. The study employs a mixed-method approach with an embedded design in a comparative study. The sampling technique used is non-probability sampling with purposive sampling. Data analysis includes both quantitative and qualitative approaches. The findings reveal that the data are not normally distributed and not homogeneous; therefore, the nonparametric Mann-Whitney U-Test was conducted. Statistical analysis indicates a significant difference between the two classes, with a significance value of 0.008 (p<0.05). Interviews with students support these findings, showing that the problem-based learning approach used in Class X2 was more effective in integrating religious values with mathematical thinking skills compared to the lecture-based method used in Class X1. This study highlights the importance of innovation in Islamic Religious Education teaching methods to holistically develop students' logical and critical thinking skills. The practical implications of this research can serve as a guide for educators in designing more contextual and relevant learning methods, as well as for policymakers to encourage the implementation of problem-based learning approaches in schools, particularly in Islamic Religious Education subjects.
A Contextual Approach to Contemporary Da'wah: Bridging Legal Education and Mathematics-Based Curriculum Development Nurhikmah; Ibnu Imam Al Ayyubi; Namiyah Fitriani; Ari Limay Trisno Putra; M. Baihaki Hidayatullah
International Journal of Law Vol. 1 No. 2 (2025): Vol 1 No 2 December 2025
Publisher : Badan usaha Milik Desa Berkaho Pungpungan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64084/ijl.v1i2.56

Abstract

This study aims to examine the implementation of the contextual approach in the development of contemporary Islamic da'wah through legal education and the development of a mathematics education-based curriculum tailored to the needs of modern youth. Qualitative research methods were employed, using in-depth interviews, direct observation, and document analysis for data collection. The contextual approach was chosen for its ability to integrate Islamic values with legal principles and mathematical concepts such as patterns, logic, and regularity, so that da'wah becomes not only a spiritual tool but also an intellectual tool. Data were analyzed using thematic analysis to identify key themes relating to strategies, opportunities and challenges in applying this approach. The findings show that the application of the contextual approach to math-based da'wah in legal education enhances students' logical and practical understanding of Islamic values and legal principles. However, challenges faced such as limited teacher competence in integrating these areas and lack of relevant teaching materials were identified. This research provides practical recommendations for preachers, educators, and policy makers to support innovative, relevant, and sustainable da'wah strategies. Therefore, this research contributes to the development of effective da'wah methods.
Analysis of Learning Style and Learning Media on Early Childhood Counting Skills Nurhikmah; Ibnu Imam Al Ayyubi; Firda Noerzanah; Eko Prayetno; Siti Fatinnah bin Abd Rahman
Indonesian Journal of Early Childhood: Jurnal Dunia Anak Usia Dini Vol. 7 No. 2 (2025)
Publisher : Universitas Ngudi Waluyo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35473/ijec.v7i2.3933

Abstract

This study aims to identify the influence of learning styles (kinesthetic, visual, and auditory) and gender on early childhood counting skills at Inpres Mannurukki Kindergarten, TKIT At-Tibyan, and Bone Kindergarten. The research method used was quantitative with an experimental design. The sample consisted of 45 students, with 17 male students and 28 female students, who were divided based on the learning styles applied. Data were collected through measurement of children's counting skills and analysed using descriptive statistical test, normality test, Levene test, and Two-Way ANOVA test. The results of the descriptive analysis showed that the mean scores of the counting skills of male and female students varied depending on the learning style applied. Kinesthetic learning style gives good results for students who are actively moving, visual learning style is more effective with the use of digital media, and auditory learning style shows good results with the use of songs and rhythms. The Two-Way ANOVA test showed that there was no significant difference between learning styles on children's numeracy skills, but there was a significant difference between gender and the interaction between learning styles and gender. Boys excel in auditory and kinesthetic learning styles, while girls excel in visual learning styles. This study concludes that learning that is tailored to learning styles and gender characteristics can improve early childhood numeracy comprehension. The implication of this research is the need for a differentiated learning approach according to children's needs to maximise learning outcomes.
An Analysis of the Implementation of Insyā’ Ṭalabī Learning in Enhancing Arabic Speaking Skills among Grade X Students: Analisis Penerapan Metode Pembelajaran Insyā’ Ṭalabī dalam Meningkatkan Keterampilan Berbicara Bahasa Arab di Kalangan Siswa Kelas X Nurhikmah; Amrah Kasim; Andi Abdul Hamzah
ELOQUENCE : Journal of Foreign Language Vol. 5 No. 2 (2026): AUGUST
Publisher : Language Development Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/eloquence.v5i2.3480

Abstract

Background: Arabic balāghah instruction often emphasises theoretical mastery, leaving a gap in understanding how Insyā’ Ṭalabī can be operationalised as a communicative resource for developing students’ speaking skills in pesantren-based education. Purpose: This study aimed to describe the implementation of Insyā’ Ṭalabī instruction and analyse its role in supporting the Arabic speaking skills of tenth-grade female students at SMAS IMMIM Putri Pangkajene. Method: This study employed a descriptive qualitative design with an interpretive orientation. Participants were purposively selected and included one Arabic teacher and fifteen tenth-grade female students with direct experience with Insyā’ Ṭalabī instruction. Data were collected through in-depth, open-ended interviews supported by interview notes and audio recordings. The data were transcribed verbatim and analysed thematically through familiarisation, initial coding, theme development, theme review, interpretation, and source triangulation. Results and Discussion: The findings showed that Insyā’ Ṭalabī was taught contextually by integrating amr, nahy, istifhām, tamannī, and nidā’ into classroom and dormitory-related communicative situations. Instruction progressed from modelling and imitation to pattern modification, pair interaction, situational practice, and independent dialogue production, reflecting the value of contextual and communicative Arabic learning. Students reported greater confidence, responsiveness, and independence in initiating and maintaining simple Arabic interactions, although vocabulary limitations, morphological difficulties, pronunciation issues, and reliance on prepared texts remained evident. These findings fill the research gap by connecting balāghah-pragmatic knowledge with actual speaking practices in a female pesantren context, where contextual language use is particularly important for communicative development. Conclusions and Implications: Insyā’ Ṭalabī can function as a pragmalinguistic framework for contextual Arabic speaking instruction when supported by gradual practice, authentic interaction, vocabulary scaffolding, and constructive feedback. Future studies should incorporate classroom observations, actual speech analysis, multi-site designs, and mixed or quasi-experimental approaches to examine speaking development more comprehensively.
The Influence of Gadget Use on Early Childhood Social Interaction: A Study on the Decline of Interest in Traditional Play Ibnu Imam Al Ayyubi; Ai Sri Masfuroh; Firda Noerzanah; Nurhikmah; Anis Khan
Banun: Jurnal Pendidikan Islam Anak Usia Dini Vol 3 No 1 (2025): Vol 3 No 1 (2025) BANUN: JURNAL PENDIDIKAN ISLAM ANAK USIA DINI
Publisher : Prodi PIAUD STAI Al Badar Cipulus Purwakarta

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

Abstract

This study aims to analyze the influence of gadget use on the social interaction of early childhood and the phenomenon of declining interest in traditional play. A quantitative method with an explanatory research approach was employed. The sampling technique used was probability sampling with a simple random sampling method. Instruments included questionnaires and tests. Data analysis prerequisites were tested using normality (Kolmogorov-Smirnov test) and linearity tests, while hypothesis testing utilized correlation and regression analysis with the assistance of SPSS version 26. The research was conducted at Kober Assa'idiyah, West Bandung Regency, with a population comprising all students and a sample of 20 participants. Results revealed that the data were normally distributed, with Kolmogorov-Smirnov significance values of 0.143 for gadget use and 0.200 for social interaction. Correlation analysis produced a Correlation Coefficient of 0.961, indicating a very strong and significant relationship between gadget use and social interaction. Regression analysis yielded the equation Y=13.506+0.902XY = 13.506 + 0.902XY=13.506+0.902X, meaning an increase of one unit in gadget use correlates with a 0.902 unit increase in social interaction. While gadget use has a significant impact, the study also highlights the importance of managing gadget use to avoid diminishing the quality of social interaction and interest in traditional play. The implications of this research underline the critical role of parents, educators, and policymakers in regulating gadget use to optimally support early childhood social development.
Co-Authors Abdul Aziz Ai Sri Masfuroh Akhbar Susilo Alamul Huda Almuzakky Amrah Kasim Andi Abdul Hamzah Anis Khan Ari Limay Trisno Putra Asa Ismia Bunga Aisyahrani Brilliant Windy Khairunnisa Desti Jamaliah Eko Prayetno Eko Prayetno Eko Prayetno Fatimatul Mardiah Azzahra Firda Noerzanah Firdaus Ibnu Imam Al Ayyubi Ibnu Imam Al Ayyubi Ibnu Imam Al Ayyubi Ilma Rahim Indri Saputri Jenri Ambarita M. Baihaki Hidayatullah Ma'rifatul Nur Mahmudah Muhammad Rizal Asri Muhammad Yaumi Nabila Mumtazah Namiyah Fitriani Nurul Afifah Azzahra Rabiatul Nadawiyah Rahim, Abd Rizki Herdiani Rosdiana Siti Fatinnah bin Abd Rahman Siti Fatinnah binti Ab Rahman Siti Rahmawati Suharti Syahrul Ridwan Syed Muhammad Adib Termizi b Ahmad al-Jafari Tovi Primaresty Wildan Miftahussurur