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All Journal Al Ishlah Jurnal Pendidikan EDUJAVARE: International Journal of Educational Research
Mariatul Hikmah
STAI Nurul Falah Air Molek
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Empowering Virtuous Citizenship: A Curriculum-Driven Initiative for Community Good Character by Madrasah Aliyah Teachers Mariatul Hikmah
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 2 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i2.4788

Abstract

Madrasah Aliyah has shifted from traditional competitive academic models to an independent curriculum that emphasizes holistic development and cooperation. This qualitative study, involving interviews, observations, and document analysis, assessed the curriculum's implementation and impact, involving stakeholders like educators, the madrasa head, and ministry officials. The findings indicate that the curriculum substantially supports individual growth, ethical character development, and community involvement. The madrasa head plays a pivotal role by integrating character values into daily practices, fostering an ethical and respectful community. Educators actively participate in developing and executing the curriculum, tailored to meet diverse student needs. This curriculum enhances essential life skills—respect, honesty, and justice—through practical applications, aligning with broader educational objectives of preparing well-rounded individuals for societal challenges. However, the study’s limitation to one institution may affect the generalizability of the findings. Future research should expand to multiple institutions to verify these outcomes and explore the curriculum's broader applicability. Madrasah Aliyah Nurulfalah Airmolek’s innovative approach provides a model for other schools to incorporate character education into their frameworks, underscoring the importance of leadership in fostering significant educational and social transformations.
Enhancing Students’ Learning Motivation through Responsive Ice-Breaking Activities in Islamic Religious Education: Quasi-Experimental Evidence from Indonesian Senior High School Elbina Mamla Saidah; Intan Muliani; Wiwid Hadi Sumitro; Khairul Amin; Mariatul Hikmah
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 02 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v4i02.1869

Abstract

Learning motivation in Islamic Religious Education and Character Building often declines when classroom instruction relies heavily on one-way explanation and offers limited space for student participation. This study examined the effect of responsive ice-breaking activities on students’ learning motivation at SMA Negeri 5 Mandau, Indonesia. A quantitative quasi-experimental design with a non-equivalent control group was used. The participants were 58 tenth-grade students, consisting of 30 students in the experimental group and 28 students in the control group. The experimental group received Islamic Religious Education lessons integrated with responsive ice-breaking activities, while the control group followed regular instruction. Data were collected using a learning motivation questionnaire and documentation, and were analyzed through descriptive statistics, the Shapiro–Wilk normality test, Levene’s homogeneity test, and an independent-samples t-test. The study was informed by Self-Determination Theory and the ARCS motivational model. The results showed that the experimental group achieved a higher post-test mean score than the control group. The t-test confirmed a significant difference between groups, t(56) = -2.589, p = .012, with a moderate effect size. These findings suggest that responsive ice-breaking activities can help restore students’ attention, reduce classroom fatigue, and support learning motivation during Islamic Religious Education lessons.
Co-Authors Elbina Mamla Saidah Intan Muliani Khairul Amin Wiwid Hadi Sumitro