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All Journal International Journal of Islamic Education (IJIE) FENOMENA: Journal of Social Science JIEMAN: Journal of Islamic Educational Management
Lailatul Usriyah
UIN Kiai Haji Achmad Siddiq Jember
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Teacher Strategies in Enhancing Quranic Memorization and Psychological Implications for Quranic Memorizers: A Study at Mukhtar Syafa'at Banyuwangi's Distinguished Junior High School Ali Makrus; Lailatul Usriyah
IJIE International Journal of Islamic Education Vol 2 No 1 (2023): List of Contents
Publisher : Pascasarjana UIN Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/ijie.v2i1.1903

Abstract

In the practical implementation of enhancing Quranic memorization in various schools, there are challenges involved in selecting and implementing effective strategies. Some teachers may encounter difficulties in applying suitable strategies for teaching Quranic memorization, evident in students' struggles with memorization. This study aims to explore how tahfidz teachers at Mukhtar Syafa'at Banyuwangi Distinguished Junior High School employ strategies to improve Quranic memorization, identify factors that either support or hinder these strategies, and describe the psychological implications experienced by Quranic memorizers at the school. The research utilized a qualitative approach with a case study design. The key findings are as follows: Firstly, teacher strategies for enhancing students' memorization involve classical approaches such as repetition, deposits, and simultaneous memorization. Monthly activities encompass memorization competitions, participation in events, annual programs like pilgrimage visits and tahfidz graduations, and a holiday initiative where groups memorize one juz in a day. Secondly, hindering factors include economic difficulties, broken families, lack of enthusiasm, a lack of self-motivation, and laziness. Supporting factors comprise age, students' intelligence, talents and interests, self-motivation, the environment, teachers, friends, and rewards. Thirdly, psychological implications for Quranic memorizers involve strict self-preparation and management, the obligation to maintain memorization, comprehension of the memorized recitations, and the responsibility for their implementation.
Implementation Of Islamic Education With Blended Learning Model In New Normal Era Aulia Nur Hayati; Lailatul Usriyah
Fenomena Vol 22 No 1 (2023): FENOMENA: Journal of the Social Sciences
Publisher : LP2M UIN KH.Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/fenomena.v22i1.119

Abstract

In the new normal era, educators seek to balance learners' safety and learning rights. However, because the quantity of learners in MIN 3 Banyuwangi is very much and they are required to comply with health protocols (primarily maintaining distance), the solution taken by MIN 3 Banyuwangi is implementing a blended learning model in teaching and learning activities (KBM). The focus of the problem in this study is the planning, implementation, and evaluation of Islamic education using the blended learning model. This study aims to determine the planning, implementation, and evaluation of learning using the combined learning model. Researchers use a descriptive qualitative approach to the type of case study. The data collection techniques use observation, interviews, and documentation. At the same time, the data analysis used is Miles, Huberman, and Saldana model data analysis consisting of data condensation, data display, and conclusion drawing/verification. Then, the validity of the data that researchers use is the source triangulation and triangulation techniques. This study obtained the following results: 1) MIN 3 Banyuwangi prepares learning scenarios and creates learning tools in planning activities. 2) in the implementation of learning, there are three activities: introduction, core, and closing. 3) as for learning evaluation, educators measure learners' learning outcomes from cognitive, affective, and psychomotor aspects through daily tasks, PTS, and PAS. In implementing PTS and PAS, MIN 3 Banyuwangi divided two groups. The upper class uses Computer-based Test mode, and the lower class uses paper and Pen mode. In addition, in the evaluation activities, the head of the madrasah has also reflected on the performance of educators by providing KBM journals and conducting socialization activities on "teacher performance assessment."
Recognizing Madrasah Aliyah Amaliah Sunggul Communication Climate In Developing Teacher Competencies Fauzan Ahmad Siregar; Lailatul Usriyah
JIEMAN: Journal of Islamic Educational Management Vol. 5 No. 2 (2023): JIEMAN: Journal of Islamic Educational Management
Publisher : The Faculty of Education and Teaching Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jieman.v5i2.190

Abstract

Abstract Achieving the vision and mission of the madrasah is determined by various aspects including teacher competence. Therefore, developing teacher competencies that are managed effectively is a logical thing in an effort to achieve the vision and mission of the madrasah. Various educational institutions still experience obstacles in efforts to develop teacher competence, so this has an impact on the quality of education. The purpose of this study is to describe how the management process of teacher competency development in madrasah and the management of factors shaping the madrasah communication climate in efforts to develop teacher competence. The research method used a qualitative approach, with a descriptive qualitative research type. The informants of this research are the head of madrasah and teachers of Madrasah Aliyah Amaliyah Sunggal. Secondary data sources in this research are journals, books, and articles relevant to the research focus. The overall data obtained was then analyzed using the Miles, Huberman, and Saldana data analysis model, namely: data collection steps, data condensation steps, data presentation steps, and ends with drawing conclusions. The results of the study are that the madrasah head as a leader and administrator of teacher competency development through his policies actually ultimately requires teachers to be able to contribute optimally through their performance in an effort to achieve the vision and mission of the madrasah. So it can be concluded that the process of managing teacher competency development is carried out in several stages, namely: training needs analysis conducted through communication with various parties including teachers, training planning, preparation of training materials, training implementation, and training assessment. Pencapaian visi dan misi madrasah ditentukan oleh berbagai aspek termasuk kompetensi guru. Oleh karena itu pengembangan kompetensi guru yang dikelola dengan efektif menjadi suatu hal yang logis dalam upaya mencapai visi dan misi madrasah. Pada berbagai lembaga pendidikan hingga masih mengalami kendala dalam upaya mengembangkan kompetensi guru, sehingga ini berdampak pada mutu pendidikan. Tujuan penelitian ini untuk mendeskripsikan bagaimana proses pengelolaan pengembangan kompetensi guru di madrasah serta pengelolaan faktor pembentuk iklim komunikasi madrasah pada upaya mengembangkan kompetensi guru. Metode penelitian menggunakan pendekatan kualitatif, dengan jenis penelitian kualitatif  deskriptif. Informan penelitian ini adalah kepala madrasah dan guru Madrasah Aliyah Amaliyah Sunggal. Sumber data sekunder dalam penelitian ini berupa jurnal, buku, dan artikel yang relevan dengan fokus penelitian. Keseluruhan data yang didapatkan kemudian dianalisis menggunakan model analisis data Miles, Huberman, dan Saldana, yakni: langkah pengumpulan data, langkah kondensasi data, langkah menyajikan data, serta diakhiri dengan penarikan kesimpulan. Hasil penelitian yaitu kepala madrasah sebagai pemimin beserta pengelola pengembangan kompetensi guru melalui kebijakannya sebenarnya pada akhirnya menuntut para guru untuk dapat berkontribusi maksimal melalui kinerja mereka dalam upaya mencapai visi dan misi madrasah. Sehingga dapat disimpulkan Proses pengelolaan pengembangan kompetensi guru dilakukan dengan beberapa tahap, yaitu: analisis kebutuhan pelatihan yang dilakukan melalui komunikasi dengan berbagai pihak termasuk guru, perencanaan pelatihan, penyusunan bahan pelatihan, pelaksanaan pelatihan, dan penilaian pelatihan.
Co-Authors Ali Makrus Aulia Nur Hayati Fauzan Ahmad Siregar