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All Journal An-Nuha : Jurnal Pendidikan Islam Borneo Journal of Language and Education Jurnal AL-Muta`aliyah : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Proceeding Of International Conference On Education, Society And Humanity
Nisa, Ummu Khairin
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Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Implementasi Metode Qira’ah Dalam Pembelajaran Bahasa Arab di Madrasah Tsanawiyah Negeri Samarinda Nisa, Ummu Khairin; Hidayat, Ahmad Fadhel Syakir; Qoyyim, Muhammad Hammam Abdul; Suja, Aidillah; Tunaimah, Siti Kholifah; Yulianti, Nela Putri; Firdaus, Muhammad Yoga Ananta; Mulyono, Edy Rizki
Borneo Journal of Language and Education Vol 2 No 2 (2022): Borneo Journal of Language and Education, Vol.2 (No.2), Agustus 2022
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeru Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/benjole.v2i2.5902

Abstract

Penelitian ini bertujuan untuk mengetahui implementasi metode qira’ah dalam pembelajaran bahasa Arab di Madrasah Tsanawiyah Negeri Samarinda. Objek dalam penelitian ini adalah guru MTS Negeri Samarinda dan siswi kelas VIII.6 MTS Negeri Samarinda. Metode penelitian yang digunakan adalah penelitian kualitatif untuk mengetahui bentuk implementasi metode qira’ah dalam pembelajaran bahasa Arab di MTS Negeri Samarinda. Untuk memperoleh data, peneliti menggunakan teknik pengumpulan data berupa wawancara, observasi dan dokumentasi. Hasil penelitian ini menunjukkan bahwa implementasi metode qira’ah dalam pembelajaran bahasa Arab di MTS Negeri Samarinda berjalan dengan baik. Hal ini dibuktikan dari pengamatan peneliti selama proses pembelajaran berlangsung, dimana kemampuan peserta didik dalam membaca teks qira’ah secara keseluruhan sudah cukup baik dan didasarkan pada pengamatan peneliti dimana saat peserta didik diminta membaca mereka mampu membacanya meski terdapat satu atau dua kata yang terbata-bata.
Implementasi Vicarious learning Dalam Menanamkan Nilai-Nilai Islami Pada Siswa Berkebutuhan Khusus Nisa, Ummu Khairin; Afandi, Nur Kholik
Jurnal al Muta'aliyah: Pendidikan Guru Madrasah Ibtidaiyah Vol 5 No 1 (2025): Jurnal AL-Muta`aliyah
Publisher : LP2M STAI Darul Kamal NW Kembang Kerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51700/mutaaliyah.v5i1.835

Abstract

This research was motivated by the behavior of students with special needs that did not reflect Islamic values, such as going in and out of class without permission, not focusing while studying, using harsh language, shouting during the learning process and so on. The aim of this research is find out how vicarious learning is implemented in instilling Islamic values in students with special needs . The research method used is qualitative descriptive. The results of the research show that instilling Islamic values, especially in children with special needs, is, firstly, the implementation of dhuha and noon prayers in congregation. Second, reciting the Koran. Third, the Friday charity program. Fourth, starting activities with prayer. Lastly, apologizing when making mistakes. Students with special needs at SD Muhammadiyah 3 are able to say sorry when they realize their mistake, even though they sometimes forget and need to be reminded.
Konsep Konsep Kecerdasan Majemuk Dalam Psikologi dan Implikasinya Terhadap Teori Pembelajaran PAI Nisa, Ummu Khairin; Idris, Husni
An-Nuha Vol 5 No 3 (2025): Islamic Education
Publisher : Prodi Pendidikan Keagamaan Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/annuha.v5i3.630

Abstract

Creating learning strategies that cater to students' diverse intelligences has become an urgent priority within Islamic Religious Education (PAI), especially in light of modern educational demands. This article examines the psychological framework of multiple intelligences, particularly focusing on Howard Gardner’s theory, and evaluates its significance for instructional strategies in PAI. Utilizing a qualitative approach through a literature review, this study references primary sources, including Gardner’s seminal works and academic journals, alongside secondary sources such as scholarly books and pertinent articles. The findings suggest that implementing the multiple intelligences framework in PAI can promote a more comprehensive and inclusive educational approach. In this regard, PAI educators play a crucial role as facilitators who adapt teaching methods to align with the diverse intelligence profiles of students, which encompass linguistic, logical-mathematical, kinesthetic, musical, emotional, and spiritual intelligences. The article concludes that employing a strategy informed by multiple intelligences enhances the effectiveness and contextual relevance of Islamic education and upholds its fundamental humanistic values. Future research involving qualitative fieldwork is suggested to evaluate these strategies' practical application and effects in actual classroom environments.
PAI AS A COUNTER-NARRATIVE IN THE POST-TRUTH ERA: A LITERATURE STUDY ON DEVELOPING CRITICAL DIGITAL LITERACY AMONG STUDENTS Nisa, Ummu Khairin; Armela, Rega
PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY Vol 3, No 1 (2025): First International Conference on Education, Society and Humanity
Publisher : PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The post-truth era has presented significant challenges for the world of education, especially in the context of Islamic Religious Education (PAI), because the strong dominance of emotions and subjective opinions over objective facts makes it easier to spread misinformation and disinformation among students. This article aims to conduct a methodical study on how PAI can be utilized as a strategic counter-narrative in an effort to develop students' critical digital literacy to face the challenges of the post-truth era. This research uses a descriptive qualitative method with an integrative literature review design, using thematic analysis techniques. The research findings show that PAI has important epistemological and pedagogical potential as a counter-narrative through strengthening the values of tabayyun, amar ma'ruf nahi munkar, justice, and honesty that are relevant to critical digital literacy. Effective strategies include the application of critical pedagogy, the use of authentic media, problem-based learning (PBL), project-based learning (PJBL), and interdisciplinary collaboration. In conclusion, the integration of critical digital literacy in PAI learning can equip students with evaluative critical thinking skills, moral responsibility, and cognitive resistance to hoaxes and religious propaganda, in addition to demanding educational policies and teacher training that support sustainable implementation.
Co-Authors Ahmad Fadhel Syakir Hidayat Aidillah Suja Armela, Rega Firdaus, Muhammad Yoga Ananta Idris, Husni Mulyono, Edy Rizki Nur Kholik Afandi Qoyyim, Muhammad Hammam Abdul Tunaimah, Siti Kholifah Yulianti, Nela Putri