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All Journal SAMARAH: Jurnal Hukum Keluarga dan Hukum Islam Dirasah: Jurnal Pendidikan Islam
St. Fatimah Kadir, St. Fatimah
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Religion Education Law, Crime, Criminology & Criminal Justice Social Sciences

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Revealing Identity to Form Student Character: Application of the Hidden Curriculum in Islamic Legal Education Obaid, Yahya; Abidin, Aswar; Samsuddin, Samsuddin; Kadir, St. Fatimah; Baharuddin, Ahmad
Samarah: Jurnal Hukum Keluarga dan Hukum Islam Vol 8, No 3 (2024): Samarah: Jurnal Hukum Keluarga dan Hukum Islam
Publisher : Islamic Family Law Department, Sharia and Law Faculty, Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/sjhk.v8i3.24061

Abstract

Education is one of the most important instruments for forming character and personality. In higher education, especially Islamic law education, curricula serve not only as a means of transferring science but also as a medium for character and moral formation. The study examines the application of hidden curriculum in Islamic law education and its implications for students' character at State Islamic Religious Institute (IAIN)  Kendari. Research methods are qualitatively descriptive. Data is obtained through observations, interviews, and documentation. The collected data is processed through data reduction, presentation, and verification, with data validity testing using source triangulation, techniques, and time. The research results show the application of hidden curriculum in Islamic legal education is known through the interaction of faculty-students, Islamic law practice, observance of order and discipline, academic cultural awareness, and extracurricular activities. The values and norms that are indirectly taught in the educational environment have a considerable role in shaping the personality and character of students. The hidden implications of the curriculum for student character formation are manifested in student integrity and ethics, leadership and responsibility, empathy and justice, and the practice of the principles and values of Islamic law in everyday life. Therefore, institutions must integrate hidden curricula into Islamic law education to achieve comprehensive and sustainable educational goals.
PENERAPAN STRATEGI LEARNING START WITH AQUESTION DALAM MENINGKATKAN KEAKTIFAN BERTANYA DAN HASIL BELAJAR PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM SISWA KELAS V DI SD NEGERI 83 KENDARI. Mawarwati, Mawarwati; Kadir, St. Fatimah; Rahmawati, Rahmawati
Dirasah: Jurnal Pendidikan Islam Vol 5, No 2 (2024)
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/jpi.v5i2.8179

Abstract

Melalui penggunaan strategi Learning Start With a Question, penelitian ini bertujuan untuk meningkatkan perilaku aktif bertanya dan hasil belajar siswa kelas 5 SD. Penelitian Tindakan Kelas (PTK), yang meliputi proses perencanaan, pelaksanaan, pengamatan, dan refleksi, adalah metodologi penelitian yang digunakan. Penelitian ini dilaksanakan di SD Negeri 83 Kendari. Untuk tahun ajaran 2021-2022, 29 siswa di kelas V menjadi subjek penelitian. Metode analisis data kualitatif dan kuantitatif digunakan. Data hasil observasi aktivitas guru dan siswa digunakan dalam analisis data kualitatif, sedangkan data hasil belajar siswa digunakan dalam analisis data kuantitatif. Pada siklus I, belum semua aktivitas pembelajaran guru dan siswa sesuai dengan langkah-langkah pembelajaran Learning Start With a Question, sesuai dengan hasil observasi, sedangkan pada siklus II, langkah-langkah pembelajaran Learning Start With a Question sudah sesuai dan menunjukkan kategori sangat baik. Berdasarkan temuan siklus penelitian, partisipasi instruktur berada pada kategori kurang baik pada pertemuan pertama dengan persentase 70,6%, dan kategori cukup baik pada pertemuan kedua dengan persentase 78,6%. Siklus II mendapatkan persentase 86,6% dalam kategori "baik" pada Pertemuan 1 dan persentase 92% dalam kategori "sangat baik" pada Pertemuan II. Dengan persentase 71,6%, hasil belajar siklus I berdasarkan lembar aktivitas siswa masuk dalam kategori "cukup baik", dan pada pertemuan II didapatkan nilai 78,3%. Sedangkan siklus kedua memperoleh persentase 76,6% pada pertemuan pertama dengan kategori cukup baik, dan persentase 83,3% dengan kategori sangat baik pada pertemuan kedua. Pada siklus I rata-rata respon siswa yang aktif bertanya sebesar 3,5%, namun pada siklus II meningkat menjadi rata-rata 4,21%. Ketuntasan belajar siswa siklus I dicapai oleh 68,9% siswa, sedangkan siklus II mengalami peningkatan sebesar 79,31%. Penerapan teknik Learning Start With a Question mampu meningkatkan keaktifan bertanya dan hasil belajar siswa di kelas V SD Negeri 83 Kendari, sesuai dengan temuan hasil observasi dan hasil tes tersebut.
Aplikacation of Learning Start with a Question (LSQ) Strategy in Improving the Activeness of Questioning and Learning Outcomes of Islamic Religious Education Mawarwati, Mawarwati; Kadir, St. Fatimah; Rahmawati, Rahmawati
Dirasah: Jurnal Pendidikan Islam Vol. 6 No. 1 (2025)
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/jpi.v5i2.8179

Abstract

Through the use of the Learning Start with a Question technique, this research seeks to improve the fifth-grade students' active question-asking behavior and learning results. Classroom Action study (CAR), which includes planning, implementing, observing, and reflecting processes, is the study methodology employed. At SD Negeri 83 Kendari, this study was carried out. For the school year 2021–2022, 29 pupils in class V served as the study's subjects. Both qualitative and quantitative data analysis methods are used. Data from observations of instructor and student activities are used in qualitative data analysis, whereas data on the results of student learning are used in quantitative data analysis. In cycle I, not all teacher and student learning activities were in line with the Learning Start with a Question learning steps, according to the findings of  observations,  whereas in  cycle  II,  the  Learning Start With a Question learning steps were appropriate and demonstrated a very good category. According to the study cycle's findings, instructor participation was inadequate at the first meeting, with a percentage of 70.6%, and rather excellent at the second meeting, with a percentage of 78.6%. Cycle II received a percentage of 86.6% in the "good" category at Meeting  1  and  a  percentage  of  92%  in  the  "very  good" category at Meeting II. With a percentage of 71.6%, the first cycle study findings based on student activity sheets fell into the "pretty good" category, and in the second meeting, a value of 78.3% was discovered. While the second cycle received a percentage of 76.6% in the first meeting with a fairly good category, and  a percentage of  83.3% with  a very excellent category  at  the  second  meeting.  In  cycle  I,  the  average response rate among students who were actively asked was 3.5%, but in cycle II, it increased to 4.21% on average. The cycle I student learning objectives were attained by 68.9% of students, while cycle II had an increase of 79.31%. The adoption of the Learning Start With a Question technique was able to improve the activeness of asking questions and student learning outcomes in class V at SD Negeri 83 Kendari, according to the findings of these observations and test results.
Co-Authors Abidin, Aswar Ahmad Ahmad Mawarwati, Mawarwati Moh. Yahya Obaid Rahmawati, Rahmawati Samsuddin Samsuddin