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All Journal JURNAL ANSIRU PAI : Jurnal Pengembangan Profesi Guru Pendidikan Agama Islam Fitrah: Journal of Islamic Education Journal of Innovative and Creativity Taushiah: Jurnal Hukum, Pendidikan dan Kemasyarakatan
Abdul Azis
Universitas Alwashliyah
Religion Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Penerapan Metode Giving Question and Getting Answer untuk Meningkatkan Hasil Belajar Siswa pada Mata Pelajaran Pendidikan Agama Islam Abdul Azis; Muhammad Zali; Fatma Indriani; Masruroh Lubis
Fitrah: Journal of Islamic Education Vol. 4 No. 1 (2023): Juni (2023)
Publisher : Prodi PAI STAI Sumatera Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53802/fitrah.v4i1.379

Abstract

Mistakes in choosing learning methods have an impact on learning outcomes. So in that case the teacher must be able to determine the appropriate learning method. This study aims to improve student learning outcomes in the Islamic Religious Education subject by applying the Giving Question and Getting Answer learning method. The focus of this research is on two things, namely improving post-action learning outcomes and student learning activities. This research was conducted on class XI students of Madrasah Aliyah, Laboratory of UIN Sumatra Utara Medan. This study used the Classroom Action Research method, which was carried out in three cycles. Collecting data using observation, tests, and interviews. The results of this study indicate that the learning outcomes of students in cycle I got an average score of 76.34 in the calculation of 27 people who had completed and 3 people who had not completed the KKM score that had been determined, cycle II with an average score of 86.66 in the calculation of 28 people has been completed and 2 people have not completed the specified KKM value, cycle III with an average value of 95.12 in the calculation of 29 people has been completed and 1 person has not completed the specified KKM value. This research succeeded in proving the allegation that the giving question and getting answar methods can help improve learning outcomes.
MENINGKATKAN HASIL BELAJAR SISWA DENGAN MENGGUNAKAN METODE JIGSAW PADA MATA PELAJARAN PAI KELAS VII Hidayah, Nurul; Azis, Abdul
ANSIRU PAI : Pengembangan Profesi Guru Pendidikan Agama Islam Vol 7, No 2 (2023): JURNAL ANSIRU PAI
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/ansiru.v7i2.17133

Abstract

Penelitian ini membahas tentang meningkatkan hasil belajar siswa dalam mata pelajaran PAI kelas vii dalam metode jigsaw. Penelitian ini bertujuan untuk mengetahui bagaimana meningkatkan hasil belajar siswa dalam mata pelajaran PAI kelas vii dalam metode jigsaw. Penelitian ini menggunakan metode deskriptif dengan pendekatan Kualitatif. Hasil penelitian ini menunjukkan bahwa proses pembelajaran pendidikan agama islam dengan menggunakan penerapan metode jigsaw dapat meningkatkan hasil belajar siswa, dengan memenuhi KKM. Dalam proses pembelajaran peneliti menggunakan metode pembelajaran Jigsaw dengan melibatkan siswa secara langsung dalam proses pembelajaran, terbukti dengan menggunakan metode jigsaw telah meningkatkan prestasi siswa. Sebagai hasilnya siswa mampu menerima materi yang di sampaikan dan mencapai suatu tujuan yang diinginkan. Hal ini adanya perubahan hasil belajar khususnya mata pelajaran pendidikan agama islam
Penerapan Meotode Pembelajaran Berbasis Masalah Untuk mengintegrasikan Nilai Islami Dalam Proses Belajar Mengajar di SMA Swasta Nurhasanah Medan Abdul Azis Maulana Siregar; Hotni Sari Harahap; Irwansyah Irwansyah
Journal of Innovative and Creativity Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i2.1467

Abstract

Penelitian ini bertujuan untuk mendeskripsikan penerapan metode pembelajaran berbasis masalah (Problem Based Learning/PBL) dalam mengintegrasikan nilai-nilai Islami ke dalam proses belajar mengajar di SMA Swasta Nurhasanah Medan. Metode penelitian yang digunakan adalah pendekatan kualitatif dengan jenis penelitian studi kasus. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa penerapan PBL mampu mendorong siswa untuk berpikir kritis, memecahkan masalah secara mandiri maupun kelompok, serta mengaitkan materi pelajaran dengan nilai-nilai Islami seperti kejujuran, tanggung jawab, dan kerja sama. Guru berperan aktif dalam merancang skenario pembelajaran yang kontekstual dan religius, serta menciptakan suasana kelas yang mendukung pembentukan karakter Islami. Kesimpulannya, metode PBL efektif dalam mengintegrasikan nilai-nilai Islami dalam pembelajaran, meskipun masih terdapat beberapa tantangan seperti keterbatasan waktu dan kesiapan siswa dalam beradaptasi dengan metode ini.
Strategi Guru Dalam Menginternalisasikan Nilai Wasathiyah Dalam Mencegah Fanatisme Agama Di Mts. Al-Washliyah Ismailiyah Medan Rhevana Sekar Ayu; Sultoni Trikusuma; Abdul Azis
Journal of Innovative and Creativity (Joecy) Vol. 6 No. 2 (2026)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

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

Abstract

This research is motivated by the increasing phenomenon of religious fanaticism among adolescents influenced by the development of information technology, social media, and limited understanding of moderate religious values. Madrasah as an educational institution plays an important role in shaping students’ character to become tolerant, moderate, and respectful toward differences. Therefore, Islamic Education teachers have a strategic role in internalizing wasathiyah values as an effort to prevent religious fanaticism in the school environment. This study aims to identify teachers’ strategies in internalizing wasathiyah values, to examine the wasathiyah values implemented among students, and to analyze supporting and inhibiting factors in the internalization process at MTs. Al-Washliyah Ismailiyah Medan. This research employed a qualitative approach with field research design. Data collection techniques included observation, interviews, and documentation. The research subjects consisted of the headmaster, Islamic Education teachers, and students. Data analysis was conducted through data reduction, data display, and conclusion drawing. The findings reveal that teachers implement wasathiyah values through classroom learning and extracurricular activities. Teachers apply discussion methods, role modeling, habituation of tolerant attitudes, and dialogical approaches emphasizing balanced understanding of Islamic teachings. The values internalized include tolerance, justice, religious moderation, mutual respect, and anti-violence attitudes. Supporting factors include a religious school environment, leadership support from the headmaster, and collaboration among teachers in building a moderate school culture. Meanwhile, inhibiting factors involve social media influence, external social environments, and diverse religious understanding among students. In conclusion, the internalization of wasathiyah values through appropriate teaching strategies contributes to forming moderate, tolerant students and preventing religious fanaticism. This research is expected to serve as a reference for educators and educational institutions in developing Islamic education based on the principle of rahmatan lil ‘alamin and strengthening religious moderation in schools.
STRATEGI GURU DALAM MENGINTERNALISASIKAN NILAI WASATHIYAH DALAM MENCEGAH FANATISME AGAMA DI MTs. AL-WASHLIYAH ISMAILIYAH MEDAN Rhevana Sekar Ayu; Sultoni Trikusuma; Abdul Azis
Journal of Innovative and Creativity (Joecy) Vol. 6 No. 2 (2026)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v6i2.14633

Abstract

ABSTRACT This research is motivated by the increasing phenomenon of religious fanaticism among adolescents influenced by the development of information technology, social media, and limited understanding of moderate religious values. Madrasah as an educational institution plays an important role in shaping students’ character to become tolerant, moderate, and respectful toward differences. Therefore, Islamic Education teachers have a strategic role in internalizing wasathiyah values as an effort to prevent religious fanaticism in the school environment. This study aims to identify teachers’ strategies in internalizing wasathiyah values, to examine the wasathiyah values implemented among students, and to analyze supporting and inhibiting factors in the internalization process at MTs. Al-Washliyah Ismailiyah Medan. This research employed a qualitative approach with field research design. Data collection techniques included observation, interviews, and documentation. The research subjects consisted of the headmaster, Islamic Education teachers, and students. Data analysis was conducted through data reduction, data display, and conclusion drawing. The findings reveal that teachers implement wasathiyah values through classroom learning and extracurricular activities. Teachers apply discussion methods, role modeling, habituation of tolerant attitudes, and dialogical approaches emphasizing balanced understanding of Islamic teachings. The values internalized include tolerance, justice, religious moderation, mutual respect, and anti-violence attitudes. Supporting factors include a religious school environment, leadership support from the headmaster, and collaboration among teachers in building a moderate school culture. Meanwhile, inhibiting factors involve social media influence, external social environments, and diverse religious understanding among students. In conclusion, the internalization of wasathiyah values through appropriate teaching strategies contributes to forming moderate, tolerant students and preventing religious fanaticism. This research is expected to serve as a reference for educators and educational institutions in developing Islamic education based on the principle of rahmatan lil ‘alamin and strengthening religious moderation in schools.
The Effect of the Context, Input, Process, and Product Evaluation Model and Learning Motivation on Students’ Learning Outcomes Middal Maliki Gani; Khairuddin Lubis; Abdul Azis
Taushiah: Jurnal Hukum, Pendidikan dan Kemasyarakatan Vol 16, No 1 (2026): Taushiah: Jurnal Hukum, Pendidikan dan Kemasyarakatan
Publisher : Fakultas Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/taushiah.v16i1.14547

Abstract

This study aims to analyze the relationships between the quality of Qur’an memorization program implementation based on the Context, Input, Process, and Product (CIPP) dimensions, learning motivation, and students’ learning outcomes at Pesantren Tahfidzul Qur’an Hijir Ismail. A quantitative approach with an associative ex post facto design was employed. All 21 students participated through total sampling. Data were collected using questionnaires, observations, and documented memorization assessment scores, and analyzed through descriptive statistics, Pearson correlation, and multiple linear regression using SPSS. The findings revealed that program implementation quality was good (74.11%), learning motivation was high (72.14%), and the mean learning outcome score was 73.62. Program quality was positively and significantly associated with learning outcomes (r = 0.881; β = 0.655; p < 0.001), as was learning motivation (r = 0.770; β = 0.391; p = 0.001). Simultaneously, both variables explained 87.8% of the variance in learning outcomes (R² = 0.878; F = 64.863; p < 0.001). The study's novelty lies in examining both factors simultaneously. These findings highlight the importance of comprehensive program evaluation, motivational support, instructional feedback, and structured memorization review. However, the observational design and limited sample size restrict causal inference and broader generalizability.
Co-Authors Fatma Indriani Hotni Sari Harahap Irwansyah Irwansyah Khairuddin Lubis, Saiful Akhyar Lubis, Lahmuddin Lubis Masruroh Lubis Middal Maliki Gani Muhammad Zali Nurul Hidayah Rhevana Sekar Ayu Sultoni Trikusuma