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All Journal Auladuna : Jurnal Prodi Pendidikan Guru Madrasah Ibtidaiyah Ar-Rihlah: Jurnal Inovasi Pengembangan Pendidikan Islam
Ria Nurhayati
Unknown Affiliation
Religion Humanities Chemistry Education Environmental Science

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Pembelajaran Qur’an Hadits di MI YAPPI Tambakromo Gunungkidul Noviati Noviati; Ria Nurhayati
Ar-Rihlah: Jurnal Inovasi Pengembangan Pendidikan Islam Vol 8 No 1 (2023)
Publisher : LPPM Institut Agam Islam Nahdlatul Ulama (IAINU) Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33507/ar-rihlah.v8i1.1188

Abstract

Al-Qur'an Hadith learning at MI-level religious schools must be following a predetermined curriculum, with the aim that students know, understand and believe, and practice the verses of the Al-Qur'an Hadith perfectly. For these goals to be achieved, the learning process must run as it should. The learning process of Al-Qur'an Hadith at MI YAPPI Tambakromo consists of several stages of usual learning, namely the planning stage, the learning process, and the assessment. Learning is influenced by several factors, such as teachers, students, environment, and infrastructure. This article aims to discuss Class V Qur'an Hadith learning at MI YAPPI Tambakromo which focuses on 3 (three) stages of learning, planning, implementation, and assessment as well as the obstacles encountered. This research is qualitative. Data collection techniques using interviews, observation, and documentation. The results are showed that the Al-Qur'an Hadith learning planning activities at MI YAPPI Tambakromo were quite good. The implementation of learning activities at MI YAPPI Tambakromo refers to the lesson plans made at the beginning of the semester, although there has been a slight change in the points of learning media due to adjusting school facilities and infrastructure. The assessment of Al-Qur'an Hadith learning activities at MI YAPPI Tambakromo has been carried out as it should be according to the 2013 Curriculum guidelines. But one assessment is not available at MI YAPPI Tambakromo, that is assessment of the placement function.
Implementasi Pembelajaran Berdiferensiasi pada Kelas Inklusif di Madrasah Ibtidaiyah Asrorudin Asrorudin; Ria Nurhayati
Auladuna: Jurnal Prodi Pendidikan Guru Madrasah Ibtidaiyah Vol 8 No 01 (2026): APRIL
Publisher : Program Studi PGMI, Universitas Al Falah As Sunniyah Kencong Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62097/ad.v8i01.2934

Abstract

This study aims to analyze the implementation of differentiated instruction in inclusive classrooms at Madrasah Ibtidaiyah, and to identify the supporting and inhibiting factors influencing its implementation. The research employed a qualitative approach using a descriptive case study design. The research participants included classroom teachers of grades II, III, and V, the school principal, and students with special educational needs. Data were collected through classroom observations, semi-structured interviews, and document analysis, and were analyzed using the interactive model of Miles and Huberman, involving data reduction, data display, and conclusion drawing. Data validity was ensured through source triangulation, technique triangulation, and member checking. The findings reveal that differentiated instruction was implemented through adjustments in content, process, product, and learning environment. Teachers simplified learning materials for slow learners, provided concise and step-by-step instructions for students with ADHD, and offered alternative task formats for students with anxiety disorders. Differentiation was also reflected in flexible grouping, scaffolding strategies, positive reinforcement, modified assessment standards, and flexible time allocation. Supporting factors included teachers’ commitment, active communication with parents, and an inclusive school culture. Meanwhile, limitations in supporting facilities and the absence of permanent special assistant teachers were identified as inhibiting factors. The study concludes that differentiated instruction serves as an effective pedagogical strategy to promote participatory and adaptive inclusive education in Islamic elementary schools.
Co-Authors Asrorudin Asrorudin Noviati Noviati