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All Journal Jurnal Manajemen Pendidikan Edukasi Islami: Jurnal Pendidikan Islam JURNAL PENDIDIKAN TAMBUSAI FiTUA : Jurnal Studi Islam Indo-MathEdu Intellectuals Journal Jurnal Citra Pendidikan Arus Jurnal Sosial dan Humaniora Idarah Tarbawiyah: Journal of Management in Islamic Education YASIN: Jurnal Pendidikan dan Sosial Budaya Jurnal Citra Pendidikan Anak KOLONI Innovative: Journal Of Social Science Research Madani: Multidisciplinary Scientific Journal Socius: Social Sciences Research Journal at-Tarbiyah al-Mustamirrah: Jurnal Pendidikan Islam JIMPI: Jurnal Inovatif Manajemen Pendidikan Islam Ahlussunnah: Journal of Islamic Education Jurnal Citra Pendidikan
Hamdi Abdul Karim, Hamdi Abdul
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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Journal : Madani: Multidisciplinary Scientific Journal

 1 
Implementasi Pembelajaran PAI Berdiferensiasi Dalam Memenuhi Gaya Belajar Siswa SMP 1 Kamang Magek Lavia, Sherly Sri; Karim, Hamdi Abdul; Afridona, Romy
Madani: Jurnal Ilmiah Multidisiplin Vol 1, No 12 (2024): Madani, Vol. 1 No. 12 2024
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.10430307

Abstract

Differentiated learning is learning that provides independence to students learn using methods that are preferred and needed by each student. A teacher must realize that every child has a learning style and abilities are different from one another, so they cannot be sued to be able to achieve the same value in the same way. Teachers need to provide teaching methods that suit their individual needs. Therefore, differentiated learning also gives teachers independence modify the strategies and methods they will use in teaching. In its application, there are four aspects that teachers must know so that students can understand the lesson materials they study, namely the content aspects that contain teaching materials, aspects of the precess or activities that will be carried out by students when learning takes place in class, and assessment aspects in the form of making or producing products from the process has been given in learning, and the learning/1environment is very influential smoothness of the learning process.
Penggunaan Strategi Pembelajaran True or False Dalam Mata Pelajaran SKI Untuk Meningkatkan Minat Belajar Siswa Kelas Viii 6 di MTSN 2 Pasaman Barat Karim, Hamdi Abdul; Mirta, Sapna; Marlina, Inang
Madani: Jurnal Ilmiah Multidisiplin Vol 1, No 12 (2024): Madani, Vol. 1 No. 12 2024
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281//zenodo.10430368

Abstract

In Indonesia, the main national development initiative is education. This type of research uses a qualitative descriptive research methodology. From the results of research conducted by researchers and researchers, it shows that students' interest in learning has increased after using the True or False strategy. The proof is every time they learn to ski, which was boring for some students at first, but now all students are enthusiastic and more ready to learn, because of the true or false strategy.True or false is able to overcome student boredom in learning, especially in ski learning which tends to use the lecture method so that it makes students bored and sleepy. However, here the lecture method is still used but in collaboration with a true or false learning strategy. Then the researcher conducted an interview with one of the students in Class VIII 6. He said that learning to ski was really boring, especially during the last learning period. However, when using the true or false strategy the feeling of boredom disappears, because here we are required to work, think, discuss and choose, not just listen to the teacher explain, so we feel bored, sleepy and leave the classroom so learning is not effective.
Peran Guru PAI Untuk Meningkatkan Kemampuan Membaca Al-Qur’an Sesuai Tajwid Siswa Kelas 9.1 di SMP N 1 Kamang Magek Marcelina, Sally; Karim, Hamdi Abdul; Afridona, Romy
Madani: Jurnal Ilmiah Multidisiplin Vol 1, No 12 (2024): Madani, Vol. 1 No. 12 2024
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.10430182

Abstract

Al-qur’an merupakan kalam Allah swt yang diturunkan kepada Nabi Muhammad Saw yang merupakan pedoman hidup bagi kita umat islam serta bernilai ibadah ketika kita baca. Dalam membaca al-qur’an, kita harus memperhatikan bacaan tersebut agar sesuai dengan hukum tajwid yang berlaku, supaya apa yang kita baca bisa bernilai ibadah dan tidak salah arti juga, karena apabila kita salah dalam membaca al-qur’an maka artinya pun juga akan ikut salah. Jadi, peneltian ini dilatar belakangi dengan adanya ditemukan di SMP N 1 Kamang Magek yang setiap paginya selalu memulai pembelajaran dengan membaca Al-Qur’an. Akan tetapi, ketika membaca Al-Qur’an masih banyak yang terbata-bata dan belum sesuai dengan hukum tajwid bahkan ada yang belum mengatahui apa itu hukum tajwid. Jadi, tujuan dari dilakukannya penelitian ini adalah untuk mengetahui bagaimana peran guru Pendidikan Agama Islam untuk meningkatkan kemampuan membaca al-qur’an agar sesuai dengan hukum tajwid yang berlaku. Jenis penelitian ini adalah kualitatif dengan menggunakan metode penelitian yaitu metode Library Reseach (kajian pustaka) dan Observasi Langsung ke SMP N 1 Kamang Magek. Hasil dari penelitian ini adalah agar peserta didik yang ada di SMP N 1 Kamang Magek, terutama di kelas IX.1 bisa membaca al-qur’an sesuai dengan hukum tajwid yang berlaku serta bisa mengamalkannya dalam kehidupan sehari-hari.
Pengaruh Penerapan Model Pembelajaran Kooperatif Tipe Scramble Terhadap Keaktifan Belajar Pendidikan Agama Islam Siswa Kelas VII SMPN 5 Bukittinggi Optalia, Juwita; Aprison, Wedra; Karim, Hamdi Abdul; A, Arifmiboy
Madani: Jurnal Ilmiah Multidisiplin Vol 3, No 1 (2025): February
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.14607189

Abstract

In the learning process that is still centered on the teacher, this results in low student learning activity. Because it is caused by the lack of variation in learning models used during the teaching and learning process. In this situation, students only listen and pay attention to the teacher's explanation without any feedback, so they feel bored and sleepy during the teaching and learning process. Therefore, the purpose of this study was to determine the significant and positive influence of the Scramble Type Cooperative Learning Model on the learning activity of Islamic Religious Education of class VII students at SMPN 5 Bukittinggi. This study is a quantitative study using the Quasi Experiment method with a nonequievalent control group design. Data collection techniques in this study were observation, learning activity questionnaires, and documentation. The population in this study was 181 students and the research sample was 29, with a sampling technique of random sampling. Decision making is based on the Independent sample t-test, where the data tested were the results of the posttest of the two classes. By using a significance level of 5% or = 0.05, a sig ? of 0.019 was obtained. Because the value of Sig ? <0.05 (0.019 <0.05) then H0 is rejected and Ha is accepted. Thus it can be concluded that there is a significant influence of using the scramble type cooperative learning model on the activeness of learning Islamic religious education of class VII students of SMPN 5 Bukittinggi. So it can be concluded that the large influence of using the scramble type cooperative learning model is 21.4% compared to not using the scramble type cooperative learning model which is 7.1% with an average difference of 12.89.
Pengembangan Soft Skill Siswa Dalam Kurikulum Merdeka Belajar Pada Mata Pelajaran Akidah Akhlak di MTSN 11 Agam Mustika, Tiara; J, Junaidi; Karim, Hamdi Abdul; A, Arifmiboy
Madani: Jurnal Ilmiah Multidisiplin Vol 3, No 1 (2025): February
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.14607196

Abstract

In the learning process, students do not only receive and listen to the teacher's explanation. Students are also required to participate actively in the learning process. By developing the soft skills within students. Developing soft skills in learning moral beliefs is one way of developing students' talents and interests in learning at school with teachers who play an active role in developing students' soft skills which can make students' skills develop. The aim of this research is to develop students' soft skills in the independent learning curriculum in the subject of moral beliefs at MTsN 11 Agam, to find out how teachers develop students' soft skills and the obstacles faced in developing soft skills through the independent curriculum in the subject of moral beliefs. This research is field research, with a qualitative descriptive approach. As for the key informants, namely the class VII Aqidah Akhlak teacher and supporting informants, namely class VII students and the principal of MTsN 11 Agam, the data collection techniques in this research are interviews, observation and documentation, to obtain data the data analysis used in the research is triangulation and references. The results of this research indicate that there is development of soft skills in moral aqidah lessons which are carried out to train students' communication skills. This soft skills development is carried out so that students have the forerunners for the future at a higher level of education. The obstacles in developing students' soft skills in this independent curriculum are also because this independent curriculum is a new curriculum and also depends on the teacher's professionalism in teaching. These soft skills are very influential in students, this is because students' soft communication skills depend on the student and how we develop the skills, talents and interests that exist within that person.
Co-Authors -, Iswantir - A, Arifmiboy Adzkiyaunuha, Moh Afridona, Romy Agus Pahrudin Ahmad Rifki Alhamda, Robi Amelia, Rita Arifmiboy, Arifmiboy Azmi, Fuad Charles Charles Deswalantri Febriani, Susanda Feby Hidayati, Feby J, Junaidi Januar, Januar Jasmienti Junaidi Junaidi Karim, Rhafiiqul Azhari Kurniaty, Riri - Lavia, Sherly Sri Mama, Haseemah Marcelina, Sally Marlina, Inang Masykur, Rubhan Meliya Mirta, Sapna Mukhtar Hadi mustika, tiara Novita, Oten Ola, Primaidola Optalia, Juwita Rahmadianti, Vira Rahmdani, Dina Rahmi, Ulva Ramadhan, Angga Rusyunizal, Dori Supriadi - - Susisofianti, Susisofianti Wati, Salmi wati, Yusra Wedra Aprison Yanova, Ekrita