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Student Teams-Achievement Division (STAD) To Increase Students' Social and Spiritual Intelligence St. Wardah Hanafie Das; Abdul Halik; Muhammad Naim; Musakkir Musakkir; Syaiful Mahsan; Syamsu T
Edukasi Islami : Jurnal Pendidikan Islam Vol 12, No 001 (2023): Edukasi Islami: Jurnal Pendidikan Islam (Article In Progress Special Issue 20
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v12i001.5613

This research discusses STAD in Cooperative Learning strategy to enhance students' social intelligence. It focuses on how to apply the cooperative learning strategy, social intelligence, strengths, and weaknesses, which aims to determine the process of implementing the unified learning model from beginning to end and describe the social intelligence of students after its implementation. The author used classroom action research with a qualitative descriptive approach to complement this study. Research on the disclosure of problems as they existed was data analysis using field research, observation, interviews, and documentation using data analysis, namely, data presentation, data reduction, and withdrawal. The results of this study indicated that the implementation of PAI learning on the STAD-type cooperative learning strategy in SMPN 4 Simbang class VII-A was well-implemented, effective, efficient, fun, and exciting. Besides, it had a positive impact on students ' learning. There were several advantages to implementing cooperative learning strategies, including fun, self-confidence, responsibility, interest in Education, and creative thinking. Some of these factors were interconnected or related, needed, and complemented each other. Then, the shortcomings in implementing cooperative learning strategies included excessive pleasure, less skill, and limited learning resources and media.

Peran Pendidikan Agama Islam dalam Membentuk Karakter Kejujuran Sejak Usia Dini pada TK Aisyiyah 2 Pasui Kabupaten Enrekang Hasm; Raya Mangsi; Suraedah Hamid; St.Wardah Hanafie Das; Muhammad Naim
Jurnal Ragam Pengabdian Vol. 3 No. 1 (Spesial Issue) (2026): "Dharma Samudera"
Publisher : Lembaga Teewan Journal Solutions

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/8yzyn321

This thesis discusses; a. How is the implementation of Islamic Religious Education in Aisyiyah Kindergarten 2 Pasui Enrekang Regency? b. How does the impact of Islamic Religious Education Learning methods on the formation of character honesty early childhood in kindergarten Aisyiyah 2 Pasui Enrekang? c. How is the strategy of optimizing the role of Islamic Religious Education in shaping the character of honesty from an early age in Aisyiyah Kindergarten 2 Pasui Enrekang Regency? the purpose of this study is to a. To describe the implementation of Islamic Religious Education in kindergarten Aisyiyah 2 Pasui Enrekang. b. To assess the impact of the impact of Islamic Religious Education Learning methods on the formation of character honesty early childhood in kindergarten Aisyiyah 2 Pasui Enrekang. c. To identify the optimal strategy in improving the role of Islamic Religious Education in shaping the character of cruelty in early childhood in Aisyiyah Kindergarten 2 Pasui Enrekang Regency. As a complement to this thesis, the author uses a qualitative type of research with a methodological, theoretical and pedagogical approach. The study was conducted for 3 months in kindergarten Aisyiyah 2 Pasui Enrekang. primary data sources are; principals, teachers, and operators, while secondary data sources are; school data, articles, journals, and others with data collection techniques; observation, interviews and documentation. With analytical techniques; data reduction, data presentation and conclusion. Test the validity of the data used; Credibility, Transferability, dependability, and confirmability. The results of this study indicate, in conclusion, Islamic Religious Education in kindergarten Aisyiyah 2 Pasui Enrekang has a very strategic role in shaping the character of honesty in early childhood through fun, interactive, and experience-based learning, such as stories of the Prophet, prayer together, and role-playing games. The implementation of religious values integrated in daily activities, supported by the example of educators and a safe learning atmosphere, is able to foster an honest attitude in children naturally according to their stage of development. The success of this character formation is more optimal with the involvement of parents, the use of applicable methods, and structured evaluations, so that the value of honesty is not only embedded in the school environment, but also consistently applied in children's daily lives..

THE IMPLEMENTATION OF THE MAKE A MATCH LEARNING MODEL IN AL-QUR’AN HADITH AMONG EIGHTH-GRADE STUDENTS AT HIDAYATULLAH ISLAMIC BOARDING SCHOOL, LILIRILAU DISTRICT, SOPPENG REGENCY Raden Muliana; Muhammad Naim; Djamaluddin; St. Wardah Hanafie Das; Suredah Hamid
Journal International Inspire Education Technology Vol. 5 No. 3 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v5i3.1296

The learning process had not been conducted effectively and optimally. The learning media used, such as whiteboards and textbooks, along with assignments in the form of monotonous worksheets, caused boredom and resulted in low learning motivation among students. Therefore, this study aimed to determine the effectiveness of the Make a Match learning model in improving students’ learning motivation in Al-Qur’an Hadith classes at Hidayatullah Islamic Boarding School. This study employed an experimental research design. The research was conducted at Hidayatullah Islamic Boarding School. The total population consisted of 259 students, and a sample of 64 students was selected and divided into three classes, including 18 students in the qualitative class. Data were collected through observations and students’ achievement scores. The data were analyzed using descriptive qualitative analysis. The findings revealed that: (1) the implementation of the Make a Match learning model in Al-Qur’an Hadith classes at Hidayatullah Islamic Boarding School demonstrated considerable potential to improve learning effectiveness and enhance both students’ and teachers’ learning experiences, although additional efforts were required to support successful and sustainable implementation; and (2) there was an increase in students’ learning motivation after the application of the Make a Match learning model in Al-Qur’an Hadith learning. This finding was supported by observation results and students’ achievement scores. The significance level obtained was 5% with a confidence level of 95% and 8 degrees of freedom. The significance value obtained was 0.000, indicating that 0.000 < ? = 0.05. Therefore, it can be concluded that the Make a Match learning model significantly improved students’ learning motivation.

Enhancing Students’ Motivation in Islamic Religious Education Through Teacher Parent Collaboration: Evidence from an Indonesian Elementary School Harni Kadang; Andi Abd Muis; Suredah Hamid; St. Warda Hanafie Das; Muhammad Naim
Journal of Education and Learning Sciences Vol. 6 No. 1 (2026): March 2026
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v6i1.323

This study examines students’ learning motivation in Islamic Religious Education (IRE), the implementation of a collaborative learning model between teachers and parents, and the role of such collaboration in enhancing students’ motivation at UPTD SDN 18 Kalosi Enrekang. The study aimed to describe students’ learning motivation in IRE, analyze the implementation of teacher–parent collaborative learning, and explain its contribution to improving students’ motivation. This research employed a qualitative approach with pedagogical, psychological, and theological perspectives. The study was conducted over three months at UPTD SDN 18 Kalosi Enrekang. Primary data were obtained from the principal, teachers, parents, and students, while secondary data were collected from school documents and relevant literature. Data were gathered through observation, interviews, and documentation and analyzed using data reduction, data display, and conclusion drawing. Data validity was ensured through triangulation, member checking, prolonged observation, and persistent observation. The findings indicate that students’ learning motivation in IRE is generally good, particularly in practical topics such as prayer, worship practices, and moral values. However, motivation tends to decrease when students encounter more theoretical subjects, including tafsir and fiqh. The study also found that collaboration between teachers and parents positively affects students’ learning motivation. Active parental involvement in supervising learning at home and maintaining regular communication with teachers strengthens students’ enthusiasm, discipline, and engagement in learning. This study contributes to the growing literature on school–family partnerships by demonstrating how teacher–parent collaboration strengthens learning motivation within the context of Islamic Religious Education in elementary schools.

Spiritual Based Learning Approaches for Addressing Learning Difficulties in Islamic Religious Education: A Qualitative Study in an Indonesian Elementary School Jusrianti Jusrianti; Amaluddin Amaluddin; Muhammad Naim; Sumadin Sumadin; Dadang Sumarna
Journal of Education and Learning Sciences Vol. 6 No. 1 (2026): March 2026
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v6i1.332

Learning difficulties in Islamic Religious Education (PAI) remain a significant challenge at the elementary school level, particularly in helping students understand faith concepts, perform worship practices, and internalize Islamic values. While previous studies have emphasized cognitive and instructional interventions, limited attention has been given to the role of spiritual-based learning approaches in addressing these challenges. This study aims to examine the implementation of a spiritual approach, evaluate its effectiveness in improving students’ understanding of faith and worship concepts, and identify the supporting and inhibiting factors influencing its application at SD Negeri 64 Buntu Ampang, Anggeraja District, Enrekang Regency, Indonesia. The research employed a qualitative descriptive design using psychological, theological, and pedagogical perspectives. Data were collected through observations, interviews, and documentation involving the principal, Islamic Religious Education teachers, and relevant school stakeholders. Data analysis followed the Miles and Huberman model, including data reduction, data display, and conclusion drawing, while trustworthiness was ensured through triangulation and credibility checks. The findings reveal that the spiritual approach, implemented through prayer, dhikr, Qur’anic recitation, religious motivation, teacher role modeling, and empathetic guidance, effectively supports students in overcoming learning difficulties. The approach contributes not only to improved cognitive understanding of faith and worship but also to enhanced emotional well-being, self-confidence, learning motivation, and positive religious behavior. Its effectiveness is supported by teacher commitment, a strong religious school culture, and institutional support, although limited instructional time, diverse student characteristics, and varying family backgrounds remain challenges. This study highlights the importance of integrating spirituality into classroom practices as a holistic pedagogical strategy for promoting both academic and character development in Islamic Religious Education.

Religious Values-Based Role Playing for Character Development in Early Childhood Education: A Case Study at Aisyiyah Bustanul Athfal Kindergarten, Enrekang Regency Hasrianti Mandalika Hasan; Andi Fitriani Djollong; Muhammad Naim; Suredah Hamid; Nasri Hamang
Journal of Education and Learning Sciences Vol. 6 No. 1 (2026): March 2026
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v6i1.340

Character development in early childhood plays a crucial role in fostering moral, social, emotional, and spiritual competencies that influence children's future behavior and personality. This study aimed to examine the characteristics of early childhood learners, explore the implementation of a religious values-based role-playing method, and identify supporting and inhibiting factors affecting its application in character development at Aisyiyah Bustanul Athfal Kindergarten Dulang, Enrekang Regency, Indonesia. This study employed a descriptive qualitative case study design. Data were collected over a three-month period through observations, in-depth interviews, and documentation involving five key informants consisting of one principal and four classroom teachers. Data analysis followed the interactive model of Miles, Huberman, and Saldaña, including data reduction, data display, and conclusion drawing. Trustworthiness was ensured through credibility, transferability, dependability, and confirmability procedures. The findings revealed that children demonstrated positive character development in creativity, empathy, cooperation, independence, self-confidence, adaptability, honesty, responsibility, tolerance, gratitude, and spiritual awareness. Religious values-based role playing enabled children to actively engage in meaningful learning experiences that integrated Islamic values into daily social interactions. Supporting factors included teacher commitment, parental involvement, collaborative school culture, children's readiness, and appropriate learning materials, while inhibiting factors consisted of limited facilities, time constraints, varying levels of understanding among children, and environmental influences. The study concludes that religious values-based role playing is an effective strategy for promoting holistic character development in early childhood education. Practically, the findings provide guidance for teachers and educational institutions in designing character education programs that integrate religious values through experiential learning activities.

Strengthening Honesty Character in Early Childhood Through Islamic Religious Education: A Qualitative Case Study from Indonesia Hasmi Hasmi; Raya Mangsi; Suredah Hamid; St. Warda Hanafie Das; Muhammad Naim
Journal of Education and Learning Sciences Vol. 6 No. 1 (2026): March 2026
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v6i1.403

Honesty is one of the fundamental moral values that should be cultivated during early childhood, as this developmental stage plays a crucial role in shaping lifelong character. Although Islamic Religious Education (IRE) has long been recognized as an important medium for character development, empirical evidence explaining how IRE contributes to fostering honesty among young children within authentic educational settings remains limited. This study addresses this gap by examining the implementation of IRE and its contribution to honesty character formation in an Islamic kindergarten. This study employed a qualitative case study design conducted at TK Aisyiyah 2 Pasui, Enrekang Regency, Indonesia. Data were collected through classroom observations, semi-structured interviews with the principal, teachers, and school staff, and document analysis. The collected data were analyzed using the interactive model of Miles, Huberman, and Saldaña, involving data condensation, data display, and conclusion drawing. To ensure research trustworthiness, source triangulation, method triangulation, prolonged engagement, and member checking were applied. The findings reveal that Islamic Religious Education contributes substantially to the development of honesty through the integration of Islamic values into daily learning activities, teacher role modelling, play-based learning, storytelling about the prophets, role-playing, and continuous habituation practices. Collaboration between teachers and parents further strengthens the consistency of honesty education across school and home environments. The study also identifies that authentic behavioural assessment and a supportive religious school culture enhance the internalization of honesty among young children. The study demonstrates that Islamic Religious Education functions not only as a medium for religious knowledge transmission but also as an effective framework for cultivating honesty through developmentally appropriate, experiential, and value-based learning. The findings contribute to the growing literature on Islamic character education by proposing an integrated approach that combines school culture, teacher exemplification, daily habituation, and family engagement to strengthen honesty character development during early childhood.

Humanistic Active Learning as a Student-Centered Approach to Improving Academic Achievement in Islamic Religious Education Hasnita Hasnita; Amir Patintingan; Muhammad Naim; St. Warda Hanafie Das; Suredah Hamid
Journal of Education and Learning Sciences Vol. 6 No. 1 (2026): March 2026
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v6i1.405

The integration of humanistic learning theory and active learning has become increasingly important in promoting student-centered instruction within Islamic Religious Education (IRE). However, empirical evidence regarding how these complementary approaches improve students' academic achievement and classroom engagement in authentic school settings remains limited. This study investigates the implementation of humanistic theory integrated with active learning and examines its contribution to improving students' learning experiences and academic achievement in Islamic Religious Education. A qualitative case study was conducted at a public junior secondary school in South Sulawesi, Indonesia. Participants included the school principal, Islamic Religious Education teachers, homeroom teachers, and students who were purposively selected based on their involvement in the instructional process. Data were collected through classroom observations, semi-structured interviews, and document analysis and were analyzed using the interactive model of Miles, Huberman, and Saldaña involving data condensation, data display, and conclusion drawing. The credibility of the findings was ensured through source triangulation, method triangulation, prolonged engagement, and member checking. The findings indicate that integrating humanistic principles with active learning creates a more democratic, interactive, and supportive learning environment that promotes student participation, self-confidence, conceptual understanding, collaboration, and academic achievement. Teacher pedagogical competence, positive classroom interaction, and learner-centered instructional practices emerged as important supporting factors, while limited instructional time, differences in students' readiness, and inadequate learning facilities remained major challenges. This study contributes to contemporary Islamic education by demonstrating that integrating humanistic learning with active learning provides an effective pedagogical framework for enhancing both academic achievement and holistic student development. The findings also offer practical guidance for teachers and educational policymakers seeking to strengthen student-centered learning in Islamic Religious Education.

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