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The Relationship Between the Intensity of Muraja'ah and the Effectiveness of Time Management with the Evaluation of Al-Qur'an Memorization of Students Nurhadani Nasution; Nurmawati Nurmawati; Harun Al Rasyid
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 15 No. 2 (2026): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v15i2.3040

This study aims to determine the relationship between the intensity of muraja‟ah and time management effectiveness with the evaluation of Qur‟anic memorization among female students at the Tahfizh Ulumul Qur’an Islamic Boarding School in Medan. This is a field study employing a quantitative approach. The sample consisted of 100 female students from the Madrasah Aliyah program at the Tahfizh Ulumul Qur’ an Islamic Boarding School in Medan. Data collection techniques included questionnaires, documentation, and interviews. Data analysis techniques utilized linear and multiple regression. The results of this study indicate that the intensity of muroja‟ah has a significant relationship with the evaluation of Quran memorization among students at the Tahfizh Ulumul Qur’an Islamic Boarding School in Medan. This is indicated by a calculated r value greater than the critical r value (0.457 > 0.195), a p-value of 0.000 < 0.005, and a contribution of 20.9%. The effectiveness of time management has a significant relationship with the evaluation of students' Quran memorization at the Tahfizh Ulumul Qur'an Islamic Boarding School in Medan. This is indicated by a calculated r value greater than the critical r value (0.498 > 0.195), and a p-value of 0.000 < 0.005, with a contribution of 24.8%. There is a significant relationship between the intensity of muraja‟ah and the effectiveness of time management, simultaneously with the evaluation of Quran memorization among students at the Tahfizh Ulumul Qur'an Islamic Boarding School in Medan. This is indicated by the calculated F-value being greater than the critical F-value (26.581 > 3.09), and the significance value of 0.000 < 0.005, with a contribution of 35.4%.

Reward and Punishment as Learning Motivation at Mts.S Al-Wasliyah Deli Serdang Regency Anri Naldi; Lahmuddin Lubis; Nurmawati Nurmawati
SYAMIL: Journal of Islamic Education Vol. 12 No. 2 (2024): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v12i2.9916

This study aims to analyze the implementation of reward and punishment as a learning motivation system. This research is a qualitativeresearch with a phenomenological approach. The sampling technique used is purposive sampling. The data collection technique was carried out using observation, interviews and document studies. Data analysis uses data reduction, data categorization, synthesis, and ends by compiling a working hypothesis. The results of the reward and punishment research as learning motivation carried out are twofold: First, a policy system is carried out, which is in accordance with the policies and regulations in the Madrasah. Second, a teacher policy system is carried out in the learning process. The policy system regulates discipline carried out by madrasas in general, applies to all madrasah residents, both educators, educators, and students. Meanwhile, the teacher policy system is carried out based on the situation of students in the classroom, both for classroom teachers and teachers in the field of study in achieving students' cognitive, affective and psychomotor abilities. The conclusion of this study is the implementation of reward and punishment as a learning motivation system, namely a policy system based on madrasah regulations and a teacher policy system of teacher authority in increasing students' learning motivation both in terms of cognitive, affective and psychomotor.

Strategi Guru Pai dalam Mengembangkan Instrumen Evaluasi Pembelajaran Sikap, Pengetahuan, dan Keterampilan di SMP Negeri 9 Medan Nurmawati Nurmawati; Irma Handayani; Viona Miftahuljannah; Ilham Rahmat
Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan Vol. 4 No. 4 (2025): Desember 2025
Publisher : Lembaga Riset Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59086/jkip.v4i4.1244

Evaluasi pembelajaran merupakan komponen esensial dalam Pendidikan Agama Islam (PAI) karena tidak hanya menilai aspek kognitif, tetapi juga sikap dan keterampilan peserta didik. Penelitian ini bertujuan untuk menganalisis strategi guru PAI dalam mengembangkan instrumen evaluasi pembelajaran pada ranah sikap, pengetahuan, dan keterampilan di SMP Negeri 9 Medan, serta mengidentifikasi kendala dan solusi yang diterapkan. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui observasi, wawancara mendalam, dan dokumentasi. Subjek penelitian adalah guru Pendidikan Agama Islam yang mengajar di SMP Negeri 9 Medan. Hasil penelitian menunjukkan bahwa guru PAI telah menggunakan berbagai instrumen evaluasi, seperti tes tertulis dan lisan untuk ranah kognitif, observasi dan jurnal sikap untuk ranah afektif, serta penilaian kinerja dan rubrik praktik ibadah untuk ranah psikomotorik. Namun demikian, implementasi evaluasi pembelajaran masih menghadapi kendala berupa keterbatasan waktu, kesulitan merumuskan instrumen yang objektif untuk menilai sikap dan keterampilan, serta terbatasnya pelatihan teknis bagi guru. Upaya yang dilakukan guru meliputi kolaborasi melalui Musyawarah Guru Mata Pelajaran (MGMP), pemanfaatan teknologi digital sederhana, serta pengembangan instrumen secara bertahap sesuai konteks pembelajaran. Penelitian ini menyimpulkan bahwa strategi evaluasi guru PAI telah mengarah pada penilaian autentik dan komprehensif, meskipun masih memerlukan dukungan sistemik dari sekolah dan pemerintah. Learning assessment is an essential component of Islamic Religious Education (IRE) because it assesses not only cognitive aspects, but also the attitudes and skills of students. This study aims to analyze the strategies used by IRE teachers in developing learning assessment instruments in the areas of attitude, knowledge, and skills at SMP Negeri 9 Medan, as well as to identify the obstacles and solutions applied. This study uses a descriptive qualitative approach with data collection techniques through observation, in-depth interviews, and documentation. The research subjects were Islamic Religious Education teachers who taught at SMP Negeri 9 Medan. The results showed that PAI teachers had used various evaluation instruments, such as written and oral tests for the cognitive domain, observation and attitude journals for the affective domain, and performance assessments and worship practice rubrics for the psychomotor domain. However, the implementation of learning evaluation still faces obstacles in the form of time constraints, difficulties in formulating objective instruments to assess attitudes and skills, and limited technical training for teachers. Efforts made by teachers include collaboration through Subject Teacher Working Groups (MGMP), the use of simple digital technology, and the gradual development of instruments in accordance with the learning context. This study concludes that PAI teachers' evaluation strategies have led to authentic and comprehensive assessments, although there are still.

Reward and Punishment as Learning Motivation at Mts.S Al-Wasliyah Deli Serdang Regency Anri Naldi; Lahmuddin Lubis; Nurmawati Nurmawati
SYAMIL: Journal of Islamic Education Vol. 12 No. 2 (2024): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v12i2.9916

This study aims to analyze the implementation of reward and punishment as a learning motivation system. This research is a qualitativeresearch with a phenomenological approach. The sampling technique used is purposive sampling. The data collection technique was carried out using observation, interviews and document studies. Data analysis uses data reduction, data categorization, synthesis, and ends by compiling a working hypothesis. The results of the reward and punishment research as learning motivation carried out are twofold: First, a policy system is carried out, which is in accordance with the policies and regulations in the Madrasah. Second, a teacher policy system is carried out in the learning process. The policy system regulates discipline carried out by madrasas in general, applies to all madrasah residents, both educators, educators, and students. Meanwhile, the teacher policy system is carried out based on the situation of students in the classroom, both for classroom teachers and teachers in the field of study in achieving students' cognitive, affective and psychomotor abilities. The conclusion of this study is the implementation of reward and punishment as a learning motivation system, namely a policy system based on madrasah regulations and a teacher policy system of teacher authority in increasing students' learning motivation both in terms of cognitive, affective and psychomotor.

Lecturers' Perspectives on Islamic Feminism at an Islamic University in Indonesia Humaidah Br. Hasibuan; Nurmawati Nurmawati; Indah Dian Nurani Siregar; Yenti Arsini
Journal of General Education and Humanities Vol. 5 No. 4 (2026): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i4.1880

The discourse on Islamic feminism continues to generate debate within Muslim societies, particularly in Islamic higher education contexts where discussions of gender equality intersect with religious interpretation and scholarly traditions. Although Islamic feminism has received increasing academic attention, empirical research has yet to examine how lecturers in Indonesian Islamic universities understand and negotiate this discourse. This study employed a qualitative phenomenological approach to examine the perspectives of five lecturers from one Indonesian Islamic university on Islamic feminism. Data were collected through preliminary written responses and semi-structured interviews and analysed using qualitative content analysis to identify emerging themes. The findings suggest that participants viewed Islamic feminism as a contemporary discourse that seeks to reinterpret and strengthen Islamic concerns regarding women's rights rather than as an entirely separate movement from Islamic intellectual traditions. Participants also emphasised that Islamic feminism remains a sensitive topic due to differences in theological interpretation, ideological concerns, and debates regarding religious authority and gender equality. The Qur'an and Islamic scholarly traditions were identified as important foundations for discussing women's rights and gender relations. The study indicates that the interaction between religious commitments, academic responsibilities, and socio-cultural contexts shapes lecturers' perspectives. These findings provide a contextual understanding of Islamic feminism within one Indonesian Islamic university and highlight the importance of balanced academic dialogue between Islamic principles and contemporary discussions of gender justice.

Rewards and Punishments in Digital Islamic Education: An Integrative Literature Review and the Rahmah Ethical Framework Anri Naldi; Nurmawati Nurmawati; Anan Nisoh; Subban Lubis; Matius Ocon Ginting
International Journal of Islamic Education, Research and Multiculturalism (IJIERM) Vol 8 No 3 (2026)
Publisher : The Islamic Education and Multiculturalism Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/ijierm.v8i3.874

Abstrak Penelitian ini mengkaji kondisi penghargaan mendukung atau justru melemahkan motivasi belajar, batas pendidikan dan etis punishment di lingkungan digital, serta prinsip yang dapat menuntun praktik pendidikan Islam. Tinjauan literatur integratif mensintesis 54 sumber substantif, terutama terbit Januari 2015–September 2026, dengan karya fondasional sebelum 2015 dipertahankan. Penelusuran dilakukan secara iteratif melalui Google Scholar, platform penerbit, dan repositori resmi WHO, UNESCO, serta regulasi Indonesia. Sumber dikelompokkan menurut jenis bukti dan dinilai secara peka-desain berdasarkan transparansi metode, relevansi langsung, kekuatan inferensi, otoritas dokumen, dan keterbatasannya. Sintesis tematik menunjukkan bahwa penghargaan paling konsisten mendukung pembelajaran ketika berfungsi sebagai umpan balik informatif, mengakui kemajuan yang bermakna, dan tidak menggantikan otonomi peserta didik, efek gamifikasi tetap heterogen menurut desain, konteks, dan durasi. Bukti paling kuat menolak hukuman fisik dan merendahkan, sedangkan bukti langsung mengenai sanksi digital masih lebih terbatas dan terutama memerlukan inferensi hati-hati dari kajian privasi, analitik pembelajaran, dan disiplin sekolah. Berdasarkan pemisahan antara temuan empiris dan penalaran normatif, penelitian ini mengusulkan RAHMAH sebagai kerangka keputusan etis yang saling berinteraksi: Respect dignity and privacy, Align with learning purposes, Human review of digital data, Meaningful proportionality, Autonomy-supportive feedback, dan Healing through restoration. RAHMAH merupakan kerangka konseptual berbasis bukti, bukan paket intervensi yang telah tervalidasi, kelayakan, penerimaan, implementasi, hasil, dan dampak tidak terduganya masih perlu diuji di berbagai lembaga pendidikan Islam. Kata Kunci: Rewards and Punishments, Pendidikan Islam Digital, Motivasi Peserta Didik, Disiplin Etis, Kerangka Kerja RAHMAH Abstract This study examines the conditions under which rewards support or undermine learning motivation, the educational and ethical limits of punishment in digital environments, and principles that can guide Islamic educational practice. An integrative literature review synthesized 54 substantive sources published primarily from January 2015 to September 2026, while retaining pre-2015 foundational works when conceptually. Literature was identified iteratively through Google Scholar, publisher platforms, and official WHO, UNESCO, and Indonesian regulatory repositories. Sources were grouped by evidence type and appraised in a design-sensitive manner for methodological transparency, direct relevance, strength of inference, documentary authority, and limitations. The thematic synthesis indicates that rewards most consistently support learning when they function as informative feedback, recognize meaningful progress, and do not displace learner autonomy; gamification effects remain heterogeneous across design, context, and duration. The strongest evidence rejects physical and humiliating punishment, whereas direct evidence on digitally mediated sanctions is more limited and requires cautious inference from privacy, learning-analytics, and school-discipline scholarship. Separating empirical findings from normative reasoning, the study proposes RAHMAH as an interacting ethical decision framework: Respect dignity and privacy, Align with learning purposes, Human review of digital data, Meaningful proportionality, Autonomy-supportive feedback, and Healing through restoration. RAHMAH is an evidence-informed conceptual framework rather than a validated intervention package; its feasibility, acceptability, implementation, outcomes, and unintended effects require empirical evaluation across diverse Islamic educational settings. Keywords: Rewards and Punishments, Digital Islamic Education, Learner Motivation, Ethical Discipline, RAHMAH Framework

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