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All Journal Jurnal Konseling Pendidikan Islam Journal International Journal of Teaching and Learning (INJOTEL)
Ihsan Dacholfany, Muhammad
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Education Mathematics Other

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CLASSROOM MANAGEMENT AND TEACHER INTERVENTION CAN REDUCE STUDENT ANXIETY LEVELS Ihsan Dacholfany, Muhammad; Retno W, Bayu; Havidotinnisa, Siti; Harini, Hegar
Jurnal Konseling Pendidikan Islam Vol. 4 No. 2 (2023): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v4i2.1

Abstract

The purpose of this study was to find out the effectiveness of classroom management and teacher intervention in reducing students' anxiety levels at school. The researcher used a qualitative research method with descriptive research. The steps in this research were to collect information or collect classification data, and then perform data analysis, interpretation, and make conclusions and reports. The research was carried out from January 13 to February 14, 2023. The results of the research the researchers conducted showed that anxiety in students can be reduced through good classroom management in several ways, namely through preventive efforts by motivating students to concentrate on lessons and conditioning students to be ready to learn in class; readiness to learn greatly determines student learning activities. Besides these preventive efforts to reduce student anxiety in class in a curative way, this method requires the role of the guidance and counseling teacher by providing counseling to students who have high anxiety using systematic desensitization techniques.
MAPPING AND IMPLEMENTING COMPLEXITY-BASED STRATEGIES IN ISLAMIC EDUCATION MANAGEMENT TO OPTIMIZE THE DYNAMIC INTERACTION BETWEEN TEACHERS AND STUDENTS IN THE LEARNING PROCESS Ihsan Dacholfany, Muhammad
International Journal of Teaching and Learning Vol. 2 No. 1 (2024): JANUARY
Publisher : Adisam Publisher

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Abstract

This research, titled "Mapping and Implementing Complexity-Based Strategies in Islamic Education Management to Optimize the Dynamic Interaction between Teachers and Students in the Learning Process," examined the intricate landscape of Islamic education to enhance the dynamic interplay between educators and learners. The study employed a mixed-methods approach, combining qualitative and quantitative methodologies. The research investigated the perceived effectiveness of current management strategies among teachers and students. Findings indicated a disjunction between teacher (72% satisfied) and student (42% satisfied) perspectives, emphasizing the need for a more empathetic understanding of student expectations within the Islamic educational framework. Additionally, the study explored the impact of complexity-based strategies on teacher and student experiences. Teachers who underwent specific training reported a substantial improvement (84%) in navigating the complexities of Islamic education. Qualitative insights underscored the adaptability of these strategies to diverse learning styles, aligning with the holistic goals of Islamic education. Results also demonstrated a positive impact on students, with increased enthusiasm for learning (67%) and a strengthened connection between academic and spiritual dimensions (72%). The study contributes to the existing literature by providing a unique lens for understanding the intricacies of educational management within the specific context of Islamic education. Acknowledging limitations in sample size and self-report data, the study suggests avenues for future research, including exploring the long-term sustainability of complexity-based strategies and their applicability in different cultural contexts. The findings of this research offer valuable insights for educators, administrators, and policymakers seeking to optimize the teacher-student dynamic in Islamic education.
Co-Authors Havidotinnisa, Siti Hegar Harini Retno W, Bayu