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All Journal LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Jurnal Bilqolam Pendidikan Islam
ISTIANA, AIS
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PENANAMAN NILAI RELIGIUS MELALUI PROGRAM INFAQ SUSANTI, AGUS; RAHMATIKA, ZAHRA; ISTIANA, AIS; ARAFAH, ABDUL LATIEF ARUNG
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 4 No. 1 (2024)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v4i1.2743

Abstract

The acceleration of globalization has led to the emergence of traits of wanting to reveal one's identity, such as wealth and arrogance. This also happens in educational institutions, especially in schools, so it is necessary to instill religious values by the school, one of which is through infaq. This research aims to analyze the instillation of religious values and determine the supporting and inhibiting factors in instilling religious values through student donations at MA Bandar Lampung. This research uses descriptive qualitative methods, and uses source triangulation and technical triangulation in data collection. The results of the research show that in MA Bandar Lampung implements infaq using two methods: through the smart Islamic boarding school application for infaq and cash payments. The fees collected every week are 150-300 thousand rupiah and are used for social activities such as natural disasters and bereavement at school. In its implementation, the cultivation of religious values through infaq at MA Bandar Lampung is supported by students' explanations regarding infaq from the moment they enter school and continuous habituation is carried out by the school. Infaq planting is also supported by several factors, namely: reminders from the infaq committee, support from parents with financial adequacy and high awareness. The factor that hinders the process of instilling religious values through infaq is the lack of pocket money for some students so that the amount of infaq results is small. ABSTRAKPercepatan globalisasi menyebabkan munculnya sifat ingin memunculkan jati diri seperti harta dan kesombongan. Inipun terjadi di lembaga pendidikan khususnya di sekolah sehingga diperlukan penanaman nilai religius oleh pihak sekolah salah satunya melalui infaq. Penelitian ini bertujuan untuk menganalisa penanaman nilai religius serta mengetahui faktor pendukung dan penghambat dalam penanaman nilai religius melalui infaq siswa di MA Bandar Lampung. Penelitian ini menggunakan metode kualitatif deskriptif, dan menggunakan triangulasi sumber dan triangulasi teknik dalam pengumpulan datanya. Hasil penelitian menunjukkan bahwa di MA Bandar Lampung menerapkan infaq menggunakan dua cara : melalui aplikasi smart pesantren untuk berinfaq dan pembayaran cash. Biaya yang terkumpul setiap minggunya yakni 150-300 ribu rupiah dan digunakan untuk kegiatan sosial seperti bencana alam, dan duka di sekolah. Dalam pelaksanaannya penanaman nilai religius melalui infaq di MA Bandar Lampung didukung oleh penjelasan siswa mengenai infaq sejak awal masuk ke sekolah dan dilakukan pembiasaan terus menerus oleh pihak sekolah. Penanaman infaq juga didukung oleh beberapa faktor yaitu : adanya reminder dari panitia infaq, adanya dukungan dari orang tua dengan kecukupan finansial serta kesadaran tinggi. Adapun faktor yang menghambat proses penanaman nilai religius melalui infaq yaitu kurangnya uang jajan pada sebagian siswa sehingga jumlah hasil infaq kecil.
Efektivitas Model Pembelajaran Problem Based Learning (PBL) dengan Pendekatan Teaching At The Right Level (TARL) Terhadap Kemandirian Belajar Pai dan Budi pekerti peserta didik oktavia intan isyadi; Ruswanto, Ruswanto; Istiana, Ais
Jurnal Bilqolam Pendidikan Islam Vol. 7 No. 1 (2026): Januari-Juni 2026
Publisher : Prodi PAI Sekolah Tinggi Agama Islam Serdang Lubuk Pakam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51672/jbpi.v7i1.898

Abstract

This study aims to test the effectiveness of the Problem Based Learning (PBL) learning model combined with the Teaching at the Right Level (TaRL) approach on students' learning independence in Islamic Religious Education (PAI) and Character Building subjects at SMA Negeri 1 Tanjung Bintang. This study used a quasi-experimental design with two sample groups, namely the experimental class that implemented PBL-TaRL integration and the control class that used conventional learning. Data analysis was carried out through prerequisite tests (normality and homogeneity) and t-tests to identify differences in the average learning independence between the two groups. The results showed that the implementation of PBL integrated with the TaRL approach significantly increased students' learning independence compared to conventional learning. This increase was especially seen in the initiative and creativity indicators in the learning process. Pedagogically, the PBL-TaRL integration created a more participatory, collaborative, and adaptive learning environment to differences in students' ability levels, thus encouraging the development of self-regulation and learning responsibility. The novelty of this study lies in the integrative design between PBL and TaRL in the context of PAI learning at the high school level, which is still relatively limited in empirical studies. Theoretically, these findings expand the development of problem-based learning models combined with a differentiation approach, in line with the constructivist perspective and the concept of the zone of proximal development, which emphasizes the importance of learning support tailored to the student's ability level. Practically, the results of this study provide implications for Islamic Religious Education (PAI) teachers in developing more adaptive, inclusive, and contextual learning strategies, and serve as a basis for schools in designing learning policies oriented towards strengthening independent learning. Thus, this research contributes to the development of Islamic education theory and practice that is responsive to the needs of students in the 21st-century learning era.
Efektivitas model pembelajaran SAVI (Somatic,Auditory,Visualization,Intellectually) Terhadap motivasi belajar PAI dan budi pekerti peserta didik nursilawati; Ruswanto, Ruswanto; Istiana, Ais
Jurnal Bilqolam Pendidikan Islam Vol. 7 No. 1 (2026): Januari-Juni 2026
Publisher : Prodi PAI Sekolah Tinggi Agama Islam Serdang Lubuk Pakam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51672/jbpi.v7i1.899

Abstract

This study aims to examine the effectiveness of the Somatic, Auditory, Visualization, Intellectually (SAVI) learning model on students’ learning motivation in Islamic Religious Education (PAI) at SMA Negeri 1 Tanjung Bintang. The research background was driven by the low level of students’ learning motivation, as indicated by limited active participation, minimal initiative to ask questions, and the low feedback indicators provided by teachers. The study employed a quasi-experimental design of the posttest-only control group, with two tenth-grade classes selected through simple random sampling. The experimental class received instruction using the SAVI model, which emphasizes multisensory engagement and interactive feedback, while the control class was taught through conventional methods. The research instrument consisted of a learning motivation questionnaire that had been tested for validity and reliability, with data analyzed using prerequisite tests (normality and homogeneity) and a t-test.The findings revealed that the implementation of the SAVI model had a significant effect on enhancing students’ motivation in learning PAI compared to conventional methods. Students in the experimental class demonstrated improvement in indicators such as perseverance, willingness to ask questions, and active participation, particularly in the aspect of feedback, which had previously been low. The novelty of this study lies in the application of the SAVI model in the context of PAI learning at the senior high school level, an area that has rarely been explored, thereby extending the existing literature by incorporating affective and religious dimensions.In terms of implications, this research contributes to the development of educational science by demonstrating that the multisensory SAVI approach is not only relevant for exact subjects but also effective in fostering students’ learning motivation and religious character. The findings provide valuable insights for teachers and schools in designing interactive, contextual learning and improving educational quality in the 21st-century learning era.
Co-Authors Abdul Latief Arung Arafah Agus Susanti nursilawati oktavia intan isyadi Ruswanto, Ruswanto Zahra Rahmatika