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All Journal Jurnal Studi Guru dan Pembelajaran JURNAL ANSIRU PAI : Jurnal Pengembangan Profesi Guru Pendidikan Agama Islam At-Tarbawi : Jurnal Pendidikan, Sosial dan Kebudayaan International Journal of Educational Narratives
Alex Yusron Al Mufti
Universitas Islam Nahdlatul Ulama Jepara
Education Social Sciences Other

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Implementation of Qiroatul Kutub in Student Character Building at MA Matholi'ul Huda Bugel Jepara Muhammad Yusuf Asy'ari; Alex Yusron Al Mufti
At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan Vol. 12 No. 1 (2025): At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan
Publisher : the Faculty of Education and Teacher Training of the Institut Agama Islam Negeri (IAIN) Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/tarbawi.v12i1.10823

Abstract

This study aims to obtain the results of Qiroatul Kutub learning as a tool for developing student character at MA Matholi'ul Huda Bugel Kedung Jepara. This study involved 33 grade 10 students and several teachers as respondents. This study uses descriptive qualitative analysis, observation, interviews and quantitative calculations to determine how much influence the implementation has. The findings of this study indicate that Qiroatul Kutub tends to be very influential in instilling character values in students. These results are presented with 54.55% of all student respondents. However, in its implementation, it still faces several challenges, including differences in the level of student understanding and the lack of a dynamic learning model to make it easier for students to understand the lesson.
Penerapan Pembelajaran Berbasis Sumber (Resource Based Learning) untuk Meningkatkan Pemahaman Fiqih Peserta Didik Kelas VIII MTS Mafatihul Akhlaq Demangan Jepara Aliefia Nirmala Rahmah; Alex Yusron Al Mufti
Jurnal Studi Guru dan Pembelajaran Vol. 8 No. 3 (2025): September - Desember 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.8.3.2025.6918

Abstract

Pembelajaran Fiqih di madrasah selama ini cenderung menekankan aspek hafalan teks dengan keterlibatan peserta didik yang masih terbatas. Kondisi ini menimbulkan urgensi untuk menghadirkan inovasi pembelajaran yang lebih kontekstual, partisipatif, dan relevan dengan kebutuhan peserta didik di era digital. Salah satu alternatifnya adalah Resource Based Learning (RBL) yang menekankan pemanfaatan berbagai sumber belajar agar peserta didik dapat membangun pemahaman secara mandiri. Penelitian ini bertujuan untuk menganalisis penerapan RBL dalam meningkatkan pemahaman Fiqih peserta didik kelas VIII MTs Mafatihul Akhlaq Demangan Jepara. Penelitian menggunakan pendekatan kualitatif dengan metode studi kasus. Subjek penelitian terdiri atas guru Fiqih, kepala madrasah, dan peserta didik. Data dikumpulkan melalui wawancara mendalam, observasi partisipatif, dan dokumentasi. Analisis data dilakukan dengan tahapan reduksi data, penyajian data, dan penarikan kesimpulan sebagaimana model Miles & Huberman, sedangkan keabsahan data dijamin melalui triangulasi sumber, metode, dan waktu. Hasil penelitian menunjukkan bahwa integrasi berbagai sumber belajar seperti buku teks, LKS, video, dan praktik nyata mampu meningkatkan pemahaman konseptual, keterlibatan aktif, serta keterampilan berpikir kritis peserta didik. Sebagian besar siswa menyatakan lebih mudah memahami materi melalui media visual dan praktik langsung, meskipun sebagian lainnya tetap mengandalkan LKS sebagai sumber utama. Faktor pendukung berupa kesiapan guru dan dukungan kelembagaan sangat berperan dalam keberhasilan implementasi RBL, sedangkan kendala meliputi keterbatasan manajemen kelas dan akses internet yang tidak stabil. Kesimpulan penelitian ini menegaskan bahwa penerapan RBL berkontribusi dalam menggeser orientasi pembelajaran Fiqih dari sekadar hafalan menuju pemahaman yang lebih aplikatif, kontekstual, dan relevan dengan kehidupan sehari-hari. Secara teoretis, penelitian ini memperkuat konstruktivisme dalam konteks pendidikan agama Islam. Secara praktis, penelitian ini memberikan rekomendasi bagi guru dan lembaga pendidikan untuk merancang pembelajaran yang variatif dan adaptif. Penelitian lanjutan disarankan untuk memperluas cakupan materi, menggunakan pendekatan mixed-methods, serta mengeksplorasi dampak jangka panjang penerapan RBL terhadap praktik keagamaan peserta didik.
Peran Guru PAI Dalam Internalisasi Nilai Kejujuran Melalui Pembiasaan Karakter di MI Miftahul Huda Kedungcino Muhammad Rifqi Alfariz; Alex Yusron Al Mufti
ANSIRU PAI : Pengembangan Profesi Guru Pendidikan Agama Islam Vol 9, No 1 (2025): JURNAL ANSIRU PAI
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/ansiru.v9i1.25907

Abstract

This study aims to analyze the role of Islamic Religious Education (PAI) teachers in internalizing the value of honesty through character habituation at MI Miftahul Huda Kedungcino. Amid increasing moral challenges faced by students, character education-particularly the value of honesty-becomes essential in shaping individuals with integrity and social responsibility. Using a qualitative descriptive method, data were collected through interviews, observations, and documentation. The findings show that PAI teachers play a strategic role not only as educators but also as moral exemplars who integrate honesty into daily school routines and learning activities. Character habituation is implemented through structured religious activities such as dhuha and dhuhr prayers, recitation of Asmaul Husna, Aqidatul Awwam, and sholawat. These routines help students internalize honesty as part of their daily behavior. Supporting and inhibiting factors were also identified, including environmental influences, teacher commitment, and parental involvement. The study concludes that effective collaboration between schools, teachers, and families is vital in fostering honest and morally upright students in the digital era. The practical implication of this research is the need for teachers and madrasah policies to continuously strengthen character-based education through structured habituation programs, while future studies can expand the scope to other schools or explore digital-based strategies for character education.
Narrative Construction of Anti-Bullying School Culture through LPKRA Implementation Anas Rohman; Kholfan Zubair Taqo Sidqi; Erry Nurdianzah; Alex Yusron Al Mufti; Abdul Rozaq; Khalimatus Sadiyah
International Journal of Educational Narratives Vol. 4 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i1.3484

Abstract

Background: Bullying remains a pervasive form of school violence that severely compromises students' psychological, social, and academic development. To mitigate this, educational institutions are increasingly adopting child protection frameworks. A primary initiative in this domain is the Child-Friendly Special Protection Institution (LPKRA) standards, which emphasize policies and pedagogical practices that prioritize the safety and well-being of the child. Purpose: This study aims to delineate the operational model of junior high schools (SMP) that meet LPKRA standards and to analyze the implementation of LPKRA-based anti-bullying education within Semarang City. Method: This research employs a qualitative descriptive approach. Data were gathered through observations, interviews, and documentation involving school principals, teachers, guidance counselors, and students across several junior high schools that have institutionalized LPKRA standards. The data analysis followed the stages of reduction, presentation, and conclusion drawing. Results: The findings indicate that schools adhering to LPKRA standards in Semarang have significantly improved governance by embedding child protection into their core institutional framework. These schools have established formal protection units, enacted anti-violence policies, and developed systematic reporting mechanisms. Anti-bullying education is strategically integrated through school policy, classroom curricula, socialization programs, and active parental involvement. Furthermore, case management utilizes restorative and educational approaches that prioritize the “best interests of the child” principle. Conclusion: The implementation of LPKRA standards effectively fosters a safer, more supportive school environment. While the framework facilitates early detection and resolution of bullying, challenges regarding human resource limitations and program sustainability persist.
Co-Authors Abdul Rozaq Aliefia Nirmala Rahmah Anas Rohman Khalimatus Sadiyah Kholfan Zubair Taqo Sidqi Muhammad Rifqi Alfariz Muhammad Yusuf Asy'ari Nurdianzah, Erry