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All Journal MAUIZHAH JURNAL KAJIAN KEISLAMAN Journal of Noesantara Islamic Studies International Journal of Educatio Elementaria and Psychologia Research Psychologie, Orientation et Conseil Pengabdian: Jurnal Abdimas Journal Emerging Technologies in Education International Journal of Educational Narratives
Lusiana Rahmadani Putri
Universitas Islam Negeri Mahmud Yunus Batusangkar
Religion Education Other

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Meningkatkan Hafalan Al-Quran Dengan Menggunakan Metode Haqlil Shofwatal Qolbiyyah; Lusiana Rahmadani Putri; Nur Azlin Putri; Hafifa Zulan
Mau`izhah : Jurnal Kajian Keislaman Vol 12 No 2 (2022): Volume XII No. 2 Juli - Desember 2022
Publisher : Sekolah Tinggi Ilmu Tarbiyah (STIT) Syekh burhanuddin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55936/mau`izhah.v12i2.114

Abstract

Rumah tahfidz TPA Muhabbatul Furqon merupakan tempat belajar menghafal al-quran bagi anak-anak di jorong Pincuran Tinggi. Pada proses pembelajaran tahfidz, guru memiliki kendala dalam menciptakan suatu pembelajaran yang yang tentunya dapat memudahkan guru dan sisw dalam kegiatan belajar menghafal al-quran. Untuk itu guru tahfidz harus memilih sebuah metode yang akan diterapkan dalam proses pembelajaran. Metode dalam menghafal al-quran sangatlah banyak. Oleh karena itu guru harus memilih satu metode yang dapat memudahkan guru dan siswa dalam belajar tahfidz dan kemudian menerapkanya dalam pembelajaran. Metode yang akan digunakan oleh guru yakninya metode haqlil. Tujuan dari penelitian ini yaitu untuk mengetahui bagaimana penerapan metode haqlil dalam pembelajaran tahfidz al-quran dan apakah metode ini cocok untuk diterapkan dalam kegiatan belajar tahfidz. Metode yang digunakan dalam penelitian ini yaitu metode kualitatif. Metode ini dipilih karena dapat mendeskripsikan secara mendalam mengenai bagaimana penerapan metode haqlil dalam kegiatan tahfidz al-quran. Hasil penelitian menunjukkan bahwa: a). Metode haqlil adalah metode individu. b). Penerapan metode haqlil yakni siswa menghafal sedikit demi sedikit tapi istiqomah dengan hafalannya. c). Metode ini cocok digunakan dalam tahfidz al-quran karena siswa bisa menhafal dengan cara mereka sendiri dan istikomah dengan haflannya sedikit demi sedikit.
The Effectiveness of Project-Based Learning in Improving Collaborative Skills of Elementary School Students Widiharto Purnomo; Xie Guilin; Lusiana Rahmadani Putri
International Journal of Educatio Elementaria and Psychologia Vol. 1 No. 6 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v1i6.1383

Abstract

The development of collaborative skills is a crucial component in preparing elementary school students for future challenges in the 21st century. However, traditional instructional methods often fail to provide sufficient opportunities for students to practice and enhance these skills. To address this issue, Project-Based Learning (PBL) has emerged as an innovative teaching approach that fosters student collaboration through real-world tasks. This study aims to examine the effectiveness of PBL in improving the collaborative skills of elementary school students. The research employed a quasi-experimental design with two groups of students: one group engaged in PBL activities and the other in traditional learning methods. Data were collected through observation, collaboration rubrics, and student feedback over the course of six weeks. The sample consisted of 60 students from grade 5 in an elementary school in Jakarta. Statistical analysis revealed a significant improvement in the collaborative skills of students who participated in PBL activities compared to those in the control group. Students demonstrated better communication, problem-solving, and teamwork abilities. The findings suggest that PBL effectively enhances students' collaborative skills and can be integrated into the elementary school curriculum to promote these essential abilities. Further research is recommended to explore the long-term impact of PBL on other skills, such as critical thinking and creativity.
Outcome Measurement of Counseling Interventions: A Data-Driven Approach to Assessing the Effectiveness of Therapy Programs Fauzi Aldina; Lusiana Rahmadani Putri; Deng Jiao
Research Psychologie, Orientation et Conseil Vol. 1 No. 4 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/rpoc.v1i4.1384

Abstract

Measuring the effectiveness of counseling interventions is essential for ensuring the quality and impact of therapy programs. However, assessing therapeutic outcomes can be challenging due to the subjective nature of mental health improvements and the diversity of therapeutic approaches. A data-driven approach offers an opportunity to quantitatively evaluate the effectiveness of these programs, enabling a more objective assessment of therapy outcomes. This study aims to develop and implement a data-driven model for measuring the outcomes of counseling interventions. The goal is to provide a structured and reliable method to assess the effectiveness of therapy programs across various mental health conditions. A mixed-methods approach was used, incorporating both quantitative and qualitative data. Quantitative data were collected using standardized mental health assessment tools such as the Depression Anxiety Stress Scales (DASS) and the General Health Questionnaire (GHQ) to track changes in clients' mental health over time. Additionally, qualitative data from client feedback and therapist evaluations were analyzed using thematic analysis to capture subjective experiences. Statistical analysis was performed to evaluate the overall effectiveness of the interventions. The data-driven approach demonstrated significant improvements in mental health outcomes across various counseling interventions. Clients reported reductions in symptoms of depression, anxiety, and stress, with quantitative scores showing consistent improvements. Qualitative feedback further supported these findings, with clients highlighting increased emotional resilience and coping strategies as key benefits of the therapy programs. A data-driven approach to measuring counseling outcomes provides a reliable and comprehensive way to assess the effectiveness of therapy interventions. This model can be used to improve the quality of mental health services and guide the development of more effective therapeutic strategies.
Integration of Cognitive Therapy and Mindfulness: Impact on Adolescent Mental Health Tri Wahyuni; Lusiana Rahmadani Putri; Sri Nur Rahmi
Research Psychologie, Orientation et Conseil Vol. 1 No. 5 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/rpoc.v1i5.1397

Abstract

Adolescents face increasing mental health challenges such as anxiety, depression, and stress due to social, academic, and developmental pressures. While cognitive therapy is effective in addressing these issues, integrating mindfulness practices may enhance therapeutic outcomes by promoting emotional regulation and reducing psychological distress. However, research on this combined approach for adolescents remains limited. This study evaluates the effectiveness of integrating cognitive therapy and mindfulness in improving adolescent mental health. A randomized controlled trial (RCT) was conducted with 120 adolescents aged 13-18, divided into two groups: the experimental group receiving both cognitive therapy and mindfulness, and a control group receiving only cognitive therapy. Quantitative data was collected through pre- and post-intervention assessments using the Beck Anxiety Inventory (BAI), Beck Depression Inventory (BDI), and Perceived Stress Scale (PSS). Results revealed that the experimental group experienced a 45% reduction in anxiety, a 50% decrease in depression, and a 40% reduction in stress, compared to the control group. The integrated therapy group also reported improved emotional regulation and resilience. The study concludes that combining cognitive therapy with mindfulness is more effective in promoting adolescent mental health than cognitive therapy alone. This approach offers a holistic framework, suggesting its potential for broader therapeutic interventions.
Islamic Philosophy’s Approach to Environmental Ethics: An Analysis of the Teachings of the Qur’an and Hadith Ahmad Zuhdi; M. Agus Muhtadi Bilhaq; Lusiana Rahmadani Putri
Journal of Noesantara Islamic Studies Vol. 1 No. 4 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnis.v1i4.1392

Abstract

Environmental ethics seeks to address humanity’s relationship with the environment, and within Islamic thought, stewardship of nature is rooted in the teachings of the Qur’an and Hadith. These sources provide a moral framework that emphasizes balance, conservation, and responsibility towards the natural world. This study analyzes the principles of environmental ethics in Islamic philosophy, focusing on how the Qur’an and Hadith shape Muslim ethical views on environmental conservation and sustainability. Using a qualitative approach, the research interprets Qur’anic verses and Hadith discussing the human-nature relationship, comparing classical and contemporary Islamic scholarly interpretations. The findings highlight three core principles: Khilafah (stewardship), Mizan (balance), and Amanah (trust). These principles advocate for responsible resource use, sustainability, and a harmonious coexistence between humans and nature. Islamic teachings challenge the anthropocentric perspective, viewing nature as having intrinsic value. The study concludes that Islamic philosophy offers a comprehensive ethical framework for environmental conservation, aligning with modern sustainability efforts. By integrating these teachings into contemporary environmental ethics, a more holistic approach to sustainability can be developed. The research emphasizes the relevance of Islamic principles in addressing today’s environmental challenges and encourages further exploration of religion’s role in promoting environmental stewardship.
Quranic Generation: Community Service Program Develops Al-Quran Education Park Lusiana Rahmadani Putri; Kamaluddin Kamaluddin; Saifiullah Aziz
Pengabdian: Jurnal Abdimas Vol. 3 No. 2 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/abdimas.v3i2.1546

Abstract

Background. The community service program in Indonesia has become an important part of efforts to build a better community, including in the context of Al-Qur'an education. community service program activities can be an effective means to develop the potential of the younger generation in understanding and practicing the Al-Qur'an.Purpose. This study aims to explore the effectiveness of the community service program program in fostering Al-Qur'an Education Parks as an effort to strengthen the understanding and practice of the Al-Qur'an among the younger generation.Methods. This study uses a qualitative approach with case studies, involving data collection through participatory observation and in-depth interviews with community service program participants and managers of Al-Qur'an Education Parks.Results. The results of the study indicate that the community service program program is effective in improving the understanding and practice of the Al-Qur'an among the younger generation, with increased active participation in learning activities and religious life.Conclusions. The community service program can be used as a useful model in fostering Al-Qur'an Education Parks, by emphasizing the integration of Al-Qur'an values in the daily lives of the younger generation.
Teacher Digital Literacy and Student Outcomes: A Correlation Study in Secondary Schools Haruko Takahashi; Sota Yamamoto; Lusiana Rahmadani Putri; Fahrizal Fahrizal
Journal Emerging Technologies in Education Vol. 3 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i5.2901

Abstract

Background. Digital technologies have become integral to secondary education, increasing demands on teachers to possess strong digital literacy. While technology integration is widely promoted, empirical evidence explaining how teacher digital literacy relates to student outcomes remains limited, particularly at the secondary school level where instructional complexity is higher. Purpose. This study aims to examine the correlation between teacher digital literacy and student outcomes in secondary schools, focusing on academic achievement and learning engagement as key indicators of educational effectiveness. Method. The study employs a quantitative correlational research design supported by descriptive case analysis. Data were collected from secondary school teachers and students using standardized digital literacy questionnaires, student engagement instruments, and academic records. Results. The findings reveal a statistically significant positive correlation between teacher digital literacy and student outcomes. A stronger relationship was found with student learning engagement than with academic achievement. Conclusion. The study concludes that teacher digital literacy plays a crucial role in shaping meaningful learning experiences in secondary education.
Narrative Pedagogy and Student Identity: Exploring Self-Expression in Classroom Storytelling Projects Carlos Martins; Lusiana Rahmadani Putri; Syilvia Wenny J; Siti Aisyah Hanim
International Journal of Educational Narratives Vol. 3 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i6.2564

Abstract

Background. In recent years, storytelling has gained recognition as a powerful pedagogical approach that supports reflective learning, self-expression, and identity formation. Purpose. This study sought to explore how classroom storytelling projects facilitate students’ reflective engagement and contribute to the construction of personal and academic identities in higher education contexts. Method. Using a qualitative narrative inquiry design, data were collected from 24 university students and 3 lecturers through semi-structured interviews, reflective journals, and storytelling artifacts. The data were analyzed thematically to examine patterns of self-expression, transformation, and relational meaning-making. Results. The findings indicate that storytelling practices enabled students to articulate personal experiences in relation to academic content, enhancing self-awareness, empathy, and communicative confidence. Narrative engagement also fostered emotional literacy and a stronger sense of belonging, transforming the classroom into a dialogic and ethically grounded learning space. Conclusion. The study concludes that narrative pedagogy humanizes the learning process by integrating reflection, identity construction, and ethical understanding. Storytelling emerges as a vital pedagogical practice for cultivating holistic education that supports intellectual, emotional, and social development.
Co-Authors Ahmad Zuhdi Carlos Martins Deng Jiao Fahrizal Fahrizal Fauzi Aldina Hafifa Zulan Haruko Takahashi Kamaluddin Kamaluddin M. Agus Muhtadi Bilhaq Nur Azlin Putri Saifiullah Aziz Shofwatal Qolbiyyah Sota Yamamoto Sri Nur Rahmi Syilvia Wenny J Ti Aisyah Tri Wahyuni Widiharto Purnomo Xie Guilin