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Peningkatan Penguasaan Mufrodat Melalui Metode As-Sam’iyyah Asy-Syafawiyah di SD Islam Assuniyah Tulang Bawang Barat Mahmudah, Nur Rif’atul; Sufian, Muhammad; Koderi; Erlina
Tatsqifiy: Jurnal Pendidikan Bahasa Arab Vol. 5 No. 1 (2024): Tatsqifiy: Jurnal Pendidikan Bahasa Arab
Publisher : Universitas Djuanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30997/tjpba.v5i1.10775

Penelitian ini dilatarbelakangi oleh permasalahan yaitu siswa masih kesulitan dalam menghafal pemahaman bahasa Arab. Siswa yang sibuk sendirian, kurang konsentrasi dalam belajar dan kurang menggunakan media pembelajaran yang menarik khususnya pada materi kosakata bahasa Arab mengakibatkan rendahnya kemampuan menghafal kosakata siswa. Untuk mengatasi permasalahan tersebut, peneliti tertarik untuk menerapkan metode sam'iyyah wa syafwiyyah. Rumusan masalah dalam penelitian ini adalah “Dapatkah penguasaan bahasa Arab mufrodat ditingkatkan melalui metode As-Sam'iyyah Asy-Syafawiyah pada materi fil baiti di kelas IV SD Islam Assuniyyah Tulang Bawang?”.Penelitian tindakan kelas ini bertujuan untuk membuktikan adanya peningkatan penguasaan mufrodat bahasa Arab siswa melalui metode As-Sam'iyyah Asy-Syafawiyah pada materi fil baiti di kelas IV SD Islam Assuniyyah Tulang Bawang. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK). Subjek penelitian ini adalah siswa kelas VII yang berjumlah 20 siswa. Penelitian ini dilakukan dalam 2 siklus. Berdasarkan bukti berikut, setelah dilaksanakan kegiatan pembelajaran dengan menerapkan metode As-Sam'iyyah Asy-Syafawiyah, peningkatan penguasaan mufrodat siswa kelas IV SD Islam Assuniyah mengalami peningkatan. Pada awal sebelum tindakan rata-rata nilai tes siswa hanya 13,3.Kemudian pada siklus I rata-rata nilai tes siswa meningkat menjadi 20. Peningkatan penguasaan membaca bahasa Arab siswa sebesar 23,3%. Pada tindakan siklus II menunjukkan adanya peningkatan rata-rata nilai ulangan siswa dari siklus sebelumnya yaitu sebesar 20, dan peningkatan ketuntasan mufrodat meningkat lebih tinggi dari sebelumnya yaitu sebesar 26,6%. Hal ini menunjukkan bahwa Proses pembelajaran dengan menerapkan metode As-Sam'iyyah Asy-Syafawiyah menjadikan siswa lebih aktif dan lebih mudah meningkatkan penguasaan mufrodat. Hal ini juga terlihat dari hasil wawancara dengan siswa.

Pengembangan E-Modul Pendidikan Agama Islam Interaktif Berbasis Flipbook untuk Meningkatkan Pembelajaran di Sekolah Menengah Pertama Pribowo, M. Agung; Hadiati, Eti; Koderi; Sufian, Muhammad
PAI RAFAH Vol 6 No 4 (2024): Jurnal PAI Raden Fatah
Publisher : Program Studi Pendidikan Agama Islam Fakultas Ilmu Tarbiyah Dan Keguruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/pairf.v6i4.24668

This study aims to develop, assess feasibility, analyze responses, and evaluate the effectiveness of Flipbook-based Interactive Islamic Religious Education E-Modules to improve learning in Junior High School. This research uses the Research and Development (R&D) method using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Data were collected through observation, interviews, documentation, as well as pre-test and post-test, and the data were analyzed using t-test to measure the effectiveness of the developed media. The results showed that the development of Flipbook-based interactive Islamic religious education e-modules to improve learning in junior high schools using the ADDIE model was effective in improving student learning outcomes. Validation by material experts gave a score of 81.25%, and by media experts 87.5%. The average student response was 86.33%. The t-test results (the calculated t value of 44.737 compared to the t table value of 2.069) showed the effectiveness of the module. Based on these results, the e-module developed is considered feasible and effective for improving Islamic Religious Education learning outcomes.

The Integrated Learning Model in Islamic Religious Education in ‎Junior High School Al Khansa, Elsa; Pahrudin, Agus; Jatmiko, Agus; Sufian, Muhammad; Azad, Inamul
Southeast Asian Journal of Islamic Education Vol 7 No 2 (2024): Southeast Asian Journal of Islamic Education, December 2024
Publisher : Faculty of Education and Teacher Training of UINSI Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sajie.v7i2.9356

The integrated learning model in Islamic Religious Education at the junior high ‎school level seeks ‎to improve students' understanding of religious values and ‎engagement in learning‎. This study examines the application of the ‎integrated learning model in Islamic Religious Education at the junior high school ‎level, focusing on its impact on students' understanding of religious values and ‎engagement in the learning process. This study was conducted at Al Azhar 1 Junior ‎High School in Bandar Lampung. A descriptive qualitative approach was employed ‎to explore the implementation of the integrated learning model. Data were ‎collected through semi-structured interviews, observations, and document ‎analysis. The participants included teachers, students, the school principal, and the ‎vice principal. Analysis followed Miles and Huberman's ‎interactive ‎model, with data validity ensured through triangulation, offering an objective view ‎of ‎the model's effect on student engagement and understanding. Results showed that the integrated learning model effectively connects religious values with students' real-life contexts, enhancing their understanding and participation. Students became more active in discussions and felt motivated to apply religious values in their daily lives, mainly through themes like honesty, discipline, and cooperation presented in relatable scenarios. The study implies that the integrated learning model in Islamic Religious Education increases student engagement and supports positive character development. These findings provide valuable insights for designing a more engaging and impactful curriculum that aligns with the goals of Islamic Religious Education.

EFEKTIVITAS PENERAPAN MODEL INDUKTIF KATA BERGAMBAR DAN‏ ‏‏INVESTIGASI KELOMPOK TERHADAP HASIL BELAJAR KITABAH ‎ SISWA ‎SEKOLAH DASAR Afifurrahman, Muhammad; Erlina, Erlina; Ghazi, Fachrul; Koderi, Koderi; Sufian, Muhammad
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 01 (2025): Volume 10, Nomor 01 Maret 2025 in progress
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i01.23507

This study was motivated by the low learning outcomes in Kitabah and the teacher-centered learning approach, which made students passive in the learning process. The research aims to examine the effectiveness of the Inductive Pictured Words Model and the Group Investigation Model on Kitabah learning outcomes among elementary school students. This study employs a quantitative approach with an experimental method, specifically using a quasi-experimental design with a pretest-posttest control group design. The sample was selected through cluster random sampling and consisted of sixth-grade students at SD Al Azhar Bandar Lampung, with 28 students in the experimental class and 25 students in the control class. The research findings indicate that the Inductive Pictured Words Model and the Group Investigation Model significantly improve students' Kitabah learning outcomes. The t-test results show that t-value (3.506) exceeds t-table (2.005), leading to the acceptance of H₁, which confirms that these models positively impact students' learning achievements. Posttest data reveal that the experimental class obtained an average learning outcome score of 81.20, while the control class scored 72.1. Additionally, these models foster scientific attitudes, with the highest score recorded in objectivity/honesty (83.57%) and the lowest in collaboration (68.57%). Overall, the findings suggest that the Inductive Pictured Words Model and the Group Investigation Model are effective learning strategies that enhance Kitabah learning outcomes and scientific attitudes, making them suitable for use in elementary school education.

DESIGNING A GENDER-RESPONSIVE QIRA’AH‎ LEARNING MODULE: ‎BRIDGING EQUALITY AND INCLUSIVITY IN ISLAMIC ‎HIGHER EDUCATION Erlina, Erlina; Koderi, Koderi; Sufian, Muhammad
Islam Futura Vol 25 No 1 (2025): Jurnal Ilmiah Islam Futura
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jiif.v25i1.29305

The lack of gender-responsive learning materials causes biased understanding and does not support the principle of gender equality in Islam. Therefore, developing a gender-responsive qira’ah learning module aligned with gender equality principles represents an innovative approach to curriculum development. This research aims to design and test a gender-responsive qira’ah ‎ learning module for Islamic higher education using the research and development method and the ADDIE model, representing an innovative effort in curriculum development. The research results indicate that this gender-responsive qira’ah ‎ learning module significantly enhances students understanding of gender equality in the context of Islam. This is evidenced by an increase in the average score from 47,5 on the pre-test to 82 on the post-test, a gain of 34,5 points with a t-test yielding a p-value of 0.00, confirming that the improvement is statistically significant. The design of the module that integrates gender equality values, examples of the use of inclusive, non-stereotypical language, encouraging active student participation has created an inclusive learning environment. This is one aspect of the novelty of the results of this research. This module is expected to be a model for developing a qira’ah‎ curriculum that is more relevant and responsive to gender issues.

Gendered Parenting and Language Achievement: A Comparative Study of Children from Single-Mother and Single-Father Families in Arabic Language Learning Sufian, Muhammad; Erlina; Sabrina Octariani
Women, Education, and Social Welfare Vol. 1 No. 2 (2024): (December) Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v1i2.296

This study investigates differences in Arabic language achievement between students raised by single mothers and single fathers and examines how affective support, academic control, and religious orientation influence students’ learning outcomes in Islamic education contexts. Employing a quantitative ex post facto design, 120 secondary students (60 from single-mother and 60 from single-father families) participated through a combination of Likert-scale questionnaires and standardized Arabic tests. Data were analyzed using t-tests, Pearson correlations, and multiple linear regression at a 0.05 significance level. The results reveal a significant difference between groups (p < 0.05), where children from single-mother families achieved higher mean scores (M = 84.60) than those from single-father families (M = 79.35). Regression analysis shows that affective support (β = 0.396), religious orientation (β = 0.327), and academic control (β = 0.181) jointly predict 52.3% of Arabic learning achievement (R² = 0.523). The findings highlight that emotional warmth and religious values are stronger determinants of success in Arabic language learning than academic supervision alone. Theoretically, the study extends Gendered Parenting Theory and Sociocultural Learning perspectives within Islamic education, while practically, it emphasizes the importance of family-based affective and spiritual engagement to foster student motivation and language mastery.

EXPLORING TYPES OF I’LAL AND EFFECTIVE LEARNING STRATEGIES IN ARABIC LANGUAGE TEACHING Pertiwi, Resta Okta; Sagala, Rumadani; Erlina, Erlina; Koderi, Koderi; Sufian, Muhammad
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 01 (2025): Volume 10, Nomor 01 Maret 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i01.23328

This study aims to analyze the types of i’lal in Ilmu Sharaf and explore effective learning strategies to enhance students’ understanding of Arabic morphological concepts. A qualitative approach with a descriptive linguistic study design was employed, involving the analysis of classical Arabic morphology texts and classroom observations at Pondok Pesantren Al Hidayah Keputran. The findings indicate that i’lal consists of four main types: i’lal with qalb (substitution of huruf illat), i’lal with taskin (formation of sukun), i’lal with hadzf (elision of huruf illat), and i’lal with naql harakat (transposition of vowel movements on huruf illat). The study confirms that i’lal with qalb is the most dominant form in classical Arabic texts, particularly in ajwaf verbs. Additionally, the research highlights key challenges in learning i’lal, including insufficient comprehension of sharaf rules, the dominance of rote memorization without in-depth analysis, and the limited use of interactive learning media. To address these challenges, the inductive and tamrinan methods were found to be more effective than traditional memorization-based approaches. This study suggests that i’lal instruction should adopt a combined method, incorporating example-driven learning, word analysis exercises, and digital learning tools to enhance students' understanding of morphological transformations in Arabic.

Digital Transformation in Teacher Performance Assessment: Development and Implementation of E-PKG System for Enhancing Vocational Education Quality and Industry Alignment Waluyo, Surryanto Djoko; Rustanto, Agung Edi; Winanti, Yunea Kusuma; Onn, Choo Wou; Sufian, Muhammad; Mesina, James Ronald
Journal of Educational Technology and Learning Creativity Vol. 3 No. 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jetlc.v3i2.2490

Purpose of the study: This study aims to develop and evaluate the Electronic Teacher Performance Assessment System (E-PKG) as a digital platform to transform teacher evaluation in vocational education from administrative compliance into strategic professional development to better align vocational graduate competencies with industry requirements. Methodology: This study employs a Research and Development (R&D) design through four stages: needs analysis via stakeholder consultation, prototype development using user-centered design, iterative field testing in vocational schools and industry partnerships, and refinement from empirical feedback. Data were collected from 34 respondents using questionnaires, structured observations, and interviews, and analyzed with descriptive statistics and thematic analysis. Main Findings: The E-PKG system reduced assessment completion time by 67%, eliminated data entry errors, and improved inter-rater reliability from 0.62 to 0.89. Real-time analytics supported evidence-based professional development planning. User satisfaction ranged from 3.88 to 4.26 (5-point scale), with highest scores for system stability and navigation ease, though challenges remained in interface clarity for non-technical users and indicator comprehension. Novelty/Originality of this study: This study introduces a comprehensive digital teacher assessment system specifically tailored to vocational education, directly linking evaluation results to industry competency frameworks. It advances knowledge by demonstrating how technology-mediated assessment can strategically connect quality improvement and workforce development in economically disadvantaged settings, while emphasizing the importance of pedagogical alignment, stakeholder inclusivity, and contextual adaptation.

Digital Transformation in Teacher Performance Assessment: Development and Implementation of E-PKG System for Enhancing Vocational Education Quality and Industry Alignment Waluyo, Surryanto Djoko; Rustanto, Agung Edi; Winanti, Yunea Kusuma; Onn, Choo Wou; Sufian, Muhammad; Mesina, James Ronald
Journal of Educational Technology and Learning Creativity Vol. 3 No. 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jetlc.v3i2.2490

Purpose of the study: This study aims to develop and evaluate the Electronic Teacher Performance Assessment System (E-PKG) as a digital platform to transform teacher evaluation in vocational education from administrative compliance into strategic professional development to better align vocational graduate competencies with industry requirements. Methodology: This study employs a Research and Development (R&D) design through four stages: needs analysis via stakeholder consultation, prototype development using user-centered design, iterative field testing in vocational schools and industry partnerships, and refinement from empirical feedback. Data were collected from 34 respondents using questionnaires, structured observations, and interviews, and analyzed with descriptive statistics and thematic analysis. Main Findings: The E-PKG system reduced assessment completion time by 67%, eliminated data entry errors, and improved inter-rater reliability from 0.62 to 0.89. Real-time analytics supported evidence-based professional development planning. User satisfaction ranged from 3.88 to 4.26 (5-point scale), with highest scores for system stability and navigation ease, though challenges remained in interface clarity for non-technical users and indicator comprehension. Novelty/Originality of this study: This study introduces a comprehensive digital teacher assessment system specifically tailored to vocational education, directly linking evaluation results to industry competency frameworks. It advances knowledge by demonstrating how technology-mediated assessment can strategically connect quality improvement and workforce development in economically disadvantaged settings, while emphasizing the importance of pedagogical alignment, stakeholder inclusivity, and contextual adaptation.

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