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All Journal Jurnal Pendidikan Vokasi Al-MIKRAJ: Jurnal studi Islam dan Humaniora
Achmad Abdul Azis
Institut Agama Islam Khozinatul Ulum Blora
Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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Penerapan Metode Brainstorming Dalam Mengembangkan Kemampuan Berfikir Kritis Pada Mata Pelajaran PAI Siti Choirun Nafi’ah; Ahmad Saiful Rizal; Achmad Abdul Azis
AL-MIKRAJ Jurnal Studi Islam dan Humaniora (E-ISSN 2745-4584) Vol. 6 No. 1: Al-Mikraj, Jurnal Studi Islam dan Humaniora
Publisher : Pascasarjana Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/almikraj.v6i1.9361

Abstract

This study was motivated by the low level of students’ critical thinking skills in the learning process of Islamic Religious Education and Character (PAIBP) at SMKN 2 Blora. Therefore, an appropriate learning method is needed to encourage student participation and develop critical thinking skills, one of which is the brainstorming method. This study aims to describe the implementation of the brainstorming method in PAIBP learning, examine the development of students’ critical thinking skills after the implementation of the method, and identify the supporting and inhibiting factors in its implementation. This research employed a qualitative approach with data collection techniques including observation, interviews, and documentation. The results show that the implementation of the brainstorming method was carried out through several stages, namely providing problem stimuli, collecting ideas freely, grouping and clarifying ideas, and drawing conclusions together. The application of this method was able to increase students’ active participation and encourage the development of critical thinking skills in PAIBP learning. Supporting factors include teacher readiness, students’ enthusiasm, and a conducive classroom atmosphere, while the inhibiting factors include limited learning time and differences in students’ self-confidence levels.
Peran Kewbawaan Dan Kedisiplinan Guru Pendidikan Agama Islam Dalam Menumbuhkan Kemandirian Belajar Peserta Didik di SMK Negeri 1 Blora Siti Nur Khabibah; Ahmad Saiful Rizal; Achmad Abdul Azis
AL-MIKRAJ Jurnal Studi Islam dan Humaniora (E-ISSN 2745-4584) Vol. 6 No. 1: Al-Mikraj, Jurnal Studi Islam dan Humaniora
Publisher : Pascasarjana Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/almikraj.v6i1.9363

Abstract

This study was motivated by the important role of Islamic Religious Education teachers in fostering students’ independent learning in schools. Independent learning is an important aspect that students must possess in order to take responsibility for their own learning process. In this context, the authority and discipline of teachers are factors that can influence the development of students’ learning independence. This study aims to describe the role of the authority and discipline of Islamic Religious Education teachers in fostering students’ independent learning at SMK Negeri 1 Blora, to examine the development of students’ learning independence, and to identify the supporting and inhibiting factors in its implementation. This research employed a qualitative approach with a descriptive research design. Data were collected through observation, interviews, and documentation. The research subjects consisted of Islamic Religious Education teachers and several students at SMK Negeri 1 Blora. Data analysis was conducted through the stages of data reduction, data display, and conclusion drawing. The results show that the authority and discipline of Islamic Religious Education teachers play an important role in fostering students’ independent learning. Teacher authority is reflected in firmness, exemplary behavior, and the ability to manage the classroom effectively. Meanwhile, teacher discipline is reflected in consistency in carrying out responsibilities, such as punctuality, preparation of learning materials, and consistent implementation of classroom rules. These attitudes positively influence the development of students’ independent learning, including increased responsibility in completing assignments, active participation in learning, and the ability to learn independently. Supporting factors include teacher role modeling, students’ learning motivation, and a conducive classroom environment. The inhibiting factors include differences in students’ characteristics and varying levels of self-confidence.
Implementing child-friendly school principles in vocational curriculum, pedagogy, and assessment: A qualitative case study Jumadi Jumadi; Achmad Abdul Azis; Luh De Liska; M. Tahir Malik; Ni Made Wulan Sari Sanjaya; La Ode Amril
Jurnal Pendidikan Vokasi Vol. 16 No. 2 (2026)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v16i2.100676

Abstract

Creating safe, inclusive, and participatory learning environments has become a critical challenge in Technical and Vocational Education and Training (TVET), which is expected to develop not only students’ occupational competencies but also their character. However, empirical evidence regarding the implementation of Child-Friendly School (CFS) principles in curriculum, pedagogy, and assessment within vocational secondary education remains limited. This study aimed to explore the implementation of the Child-Friendly School approach at SMK Negeri 1 Makassar, Indonesia. A qualitative case study design was employed, involving 18 informants: one principal, two vice principals, eight teachers, five students, and two parents. Data were analyzed through iterative qualitative coding and thematic development, following the data condensation, data display, and conclusion drawing and verification procedures proposed by Miles, Huberman, and Saldaña. NVivo 14 was used to facilitate data management and analysis. The trustworthiness of the findings was established through source and method triangulation, member checking, and peer debriefing. The findings revealed three major innovations: (1) the systematic integration of child-friendly values into the curriculum and school programs; (2) the implementation of participatory pedagogy through project-based, collaborative, and reflective learning; and (3) the adoption of character-oriented assessment using reflective journals, behavioral observations, and narrative feedback. The implementation was supported by government policies, strong school leadership, teacher commitment, and the active participation of parents and the wider community, while limited infrastructure, diverse student characteristics, and insufficient teacher competence remained significant challenges. Overall, the findings suggest that, within the context of the case examined, Child-Friendly School principles provide a contextually relevant framework for integrating humanistic values into vocational curriculum, pedagogy, and assessment.
Co-Authors Ahmad Saiful Rizal Amril, La Ode Jumadi Jumadi Luh De Liska M. Tahir Malik Ni Made Wulan Sari Sanjaya Siti Choirun Nafi’ah Siti Nur Khabibah