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All Journal Afkarina : Jurnal Pendidikan Agama Islam Proceeding Of International Conference On Education, Society And Humanity
Qudriyah, Faizatul
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Religion Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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REWARD AND PUNISHMENT STRATEGIES OF ISLAMIC RELIGION TEACHERS IN IMPROVING STUDENT DISCIPLINE Qudriyah, Faizatul
PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY Vol 2, No 1 (2024): Second International Conference on Education, Society and Humanity
Publisher : PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY

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Abstract

The aim of this research is to identify reward and punishment strategies for student discipline at Mohammad Shodiq Middle School. Researchers used a qualitative descriptive approach using observation and interview methods. The location of this research was at Mohammad Shodiq Maron Middle School, Probolinggo. At Muhammad Shodiq Middle School, several disciplinary problems were found by students at school, such as not coming to school on time. So a strategy is needed by the teacher to make students more disciplined, one of which is through reward and punishment strategies. The results of the research state that the reward and punishment methods used by teachers are to motivate students to obey and comply with the rules set by the school with the aim of establishing student discipline. Using this reward and punishment strategy is able to provide motivation to Mohammad Shodiq Middle School students towards obeying and complying with existing regulations at school so that students become more disciplined at school. 
13The Effectiveness of Inquiry-Based Learning in Fostering Students’ Problem-Solving Competence: Evidence from Secondary Education Qudriyah, Faizatul; Manshur, Umar
AFKARINA: Jurnal Pendidikan Agama Islam Vol 10, No 1 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/afkarina.v10i2.11449

Abstract

Islamic Religious Education (PAI) plays a crucial role in shaping students’ character and higher-order thinking skills; however, learning practices at the junior high school level remain predominantly conventional and teacher-centered, resulting in limited stimulation of students’ problem-solving abilities. This study aims to (1) examine the implementation of the Inquiry-Based Learning (IBL) approach, (2) identify the challenges encountered by teachers, and (3) analyze its impact on students’ problem-solving skills in PAI learning. The research was conducted at Muhammad Shodiq Maron Middle School and Sunan Bonang Maron Middle School, located in Probolinggo, East Java, Indonesia. This study employed a qualitative method with a case study approach, utilizing data collection techniques such as observation, in-depth interviews, and documentation. Data validity was ensured through triangulation and member checking. The findings reveal that IBL is systematically implemented through several stages, including orientation, problem formulation, investigation, data analysis, and reflection. In this process, teachers function as facilitators who guide students in constructing knowledge, while students actively engage in critical inquiry, collaborative discussion, and problem-solving activities. Although several challenges were identified, particularly related to limited instructional time and varying levels of teacher readiness in designing inquiry-based activities, the implementation of IBL demonstrated significant positive outcomes. It enhanced students’ active participation, confidence in expressing ideas, critical thinking capacity, and ability to relate learning materials to real-life contexts. In conclusion, the IBL approach is effective in improving students’ problem-solving skills in PAI learning and fostering critical, reflective, and solution-oriented learners, making it highly relevant for 21st-century contextual education.
Co-Authors Manshur, umar Nabila, Izzah Nur Rozi, Fathor