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The Role of Islamic Religious Education Teachers in Shaping the Inclusive Character of Students Pujianti, Etika; Nugraha, Hendika Adi
Journal Corner of Education, Linguistics, and Literature Vol. 4 No. 001 (2024): Special Issues
Publisher : CV. Tripe Konsultan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54012/jcell.v4i001.402

This study aims to analyze the role of Islamic Religious Education (PAI) teachers in shaping the inclusive character of students in secondary school environments. An inclusive character is considered important in fostering attitudes of mutual respect, tolerance, and the ability to coexist in the midst of diversity. This study employs a qualitative approach with a case study method. Data were collected through in-depth interviews with PAI teachers, observations of the learning process, and analysis of related documents, such as syllabi and lesson plans. The results show that PAI teachers play a strategic role in shaping the inclusive character of students through three main aspects: (1) the use of discussion-based learning methods that encourage students to understand others' perspectives; (2) the role model demonstrated by teachers in exhibiting inclusive attitudes both inside and outside the classroom; (3) the integration of values of tolerance and respect for differences in the teaching materials and learning activities; (4) the use of a holistic approach, teaching religious, social, and moral values simultaneously, successfully instilling a deeper understanding of the concept of inclusivity. In addition, the study found that the success of shaping students' inclusive character highly depends on the competence of the teacher, the support of the school environment, and the relevance of the learning approach to students' social context. By optimizing the role of PAI teachers, students can better understand the importance of peaceful coexistence in the midst of diversity. The study concludes that PAI teachers are key agents in building students' inclusive character, and continuous training and development of teacher competencies are needed to support this role.

Implementasi Metode Pembelajaran Fishbowl Diskusi dalam Meningkatkan Prestasi Belajar Siswa pada Mata Pelajaran Fiqih di Kelas XI B Madrasah Aliyah Hidayatul Mubtadiin Jati Agung Lampung Selatan Tahun Ajaran 2024/2025: Penelitian Azhari, Nazar; Hasan, Mustaqim; Nugraha, Hendika Adi
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 3 No. 4 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 3 Nomor 4 (April 2025
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v3i4.1095

The implementation of the Fishbowl discussion learning method in the Fiqh subject has proven effective in creating a more active, participatory, and reflective learning environment. By dividing students into two groups—the inner circle for discussion and the outer circle as observers—this method encourages students to express ideas more confidently, listen attentively, and develop analytical thinking and communication skills. The learning process is no longer teacher-centered, but rather driven by dynamic student-to-student interactions, which directly enhances understanding of Fiqh concepts and positively impacts learning outcomes. This study uses a qualitative approach with a descriptive method. Data collection was conducted through classroom observation, in-depth interviews with teachers and students, and documentation of learning activities. The data were analyzed thematically to identify implementation patterns, supporting factors, and challenges faced in applying the Fishbowl method in class XI B at Madrasah Aliyah Hidayatul Mubtadiin. The results of this method’s implementation show a significant increase in student engagement, both intellectually and emotionally. Students became more enthusiastic about participating in lessons, gradually got accustomed to discussion-based learning, and began to internalize Fiqh values in their daily lives. Academic performance also improved alongside the growth in students’ confidence to present and defend their arguments. Nevertheless, the implementation of this method still encountered challenges such as time constraints during learning sessions, unequal speaking abilities among students, and the lack of facilities that support optimal discussion-based learning in the classroom. Several challenges that arise during the application of the Fishbowl method can actually be mitigated through appropriate strategies. Effective time management, forming small discussion groups, and employing inclusive and supportive teacher approaches are all helpful in overcoming these obstacles. As a result, this method can still be applied effectively despite existing limitations. This suggests that the success of the Fishbowl method heavily relies on the teacher's preparedness and the flexibility of implementation strategies in real classroom situations.

The Nature of Administration and Supervision as Elements in Developing Educational Resources Nugraha, Hendika Adi
International Journal on Advanced Science, Education, and Religion Vol 8 No 3 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i3.1166

Educational administration and supervision are two fundamental, interrelated aspects of educational resource development. Administration functions as a manager who plans, organizes, and oversees the efficient use of resources, while supervision plays a role in improving the quality of teaching and teacher performance through constructive guidance and evaluation. This study aims to identify the nature of administration and supervision and their roles in developing the professionalism of educators and improving the quality of education. Through a literature review, it was found that collaboration between effective administration and targeted supervision creates a conducive learning environment, supports the growth of teacher competencies, and contributes to the achievement of the educational vision. The results of the study indicate that administration and supervision are two important elements that serve as the main foundation in educational resource development. Administration provides a structure and governance that regulates resource allocation, planning, and organization that ensures the continuity of the educational process efficiently and in alignment with the school's vision. Supervision, on the other hand, plays a role in providing guidance, evaluation, and motivation for educators to continuously improve their competence and teaching quality. The synergy between administration and supervision not only supports the professional development of teachers and other educational staff but also creates a conducive learning environment and improves the overall quality of educational services. With structured administration and effective supervision, schools are able to achieve higher educational standards, meet community expectations, and contribute to the formation of a more qualified generation

The Nature of Administration and Supervision as Elements in Developing Educational Resources Nugraha, Hendika Adi
International Journal on Advanced Science, Education, and Religion Vol 8 No 3 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i3.1166

Educational administration and supervision are two fundamental, interrelated aspects of educational resource development. Administration functions as a manager who plans, organizes, and oversees the efficient use of resources, while supervision plays a role in improving the quality of teaching and teacher performance through constructive guidance and evaluation. This study aims to identify the nature of administration and supervision and their roles in developing the professionalism of educators and improving the quality of education. Through a literature review, it was found that collaboration between effective administration and targeted supervision creates a conducive learning environment, supports the growth of teacher competencies, and contributes to the achievement of the educational vision. The results of the study indicate that administration and supervision are two important elements that serve as the main foundation in educational resource development. Administration provides a structure and governance that regulates resource allocation, planning, and organization that ensures the continuity of the educational process efficiently and in alignment with the school's vision. Supervision, on the other hand, plays a role in providing guidance, evaluation, and motivation for educators to continuously improve their competence and teaching quality. The synergy between administration and supervision not only supports the professional development of teachers and other educational staff but also creates a conducive learning environment and improves the overall quality of educational services. With structured administration and effective supervision, schools are able to achieve higher educational standards, meet community expectations, and contribute to the formation of a more qualified generation

The Nature of Administration and Supervision as Elements in Developing Educational Resources Nugraha, Hendika Adi
International Journal on Advanced Science, Education, and Religion Vol 8 No 3 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i3.1166

Educational administration and supervision are two fundamental, interrelated aspects of educational resource development. Administration functions as a manager who plans, organizes, and oversees the efficient use of resources, while supervision plays a role in improving the quality of teaching and teacher performance through constructive guidance and evaluation. This study aims to identify the nature of administration and supervision and their roles in developing the professionalism of educators and improving the quality of education. Through a literature review, it was found that collaboration between effective administration and targeted supervision creates a conducive learning environment, supports the growth of teacher competencies, and contributes to the achievement of the educational vision. The results of the study indicate that administration and supervision are two important elements that serve as the main foundation in educational resource development. Administration provides a structure and governance that regulates resource allocation, planning, and organization that ensures the continuity of the educational process efficiently and in alignment with the school's vision. Supervision, on the other hand, plays a role in providing guidance, evaluation, and motivation for educators to continuously improve their competence and teaching quality. The synergy between administration and supervision not only supports the professional development of teachers and other educational staff but also creates a conducive learning environment and improves the overall quality of educational services. With structured administration and effective supervision, schools are able to achieve higher educational standards, meet community expectations, and contribute to the formation of a more qualified generation

Strategi Penguatan Akhlakul Karimah Dalam Mencegah Radikalisme Di Pondok Pesantren Hidayatul Mubtadiin Desa Sidoharjo Kecamatan Jati Agung Kabupaten Lampung Selatan Puspitasari, Riska; Hasan, Mustaqim; Nugraha, Hendika Adi
Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi Vol 6, No 1 (2026): Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi
Publisher : Penerbit Widina, Widina Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59818/jpi.v6i1.2535

The main objective of this study is to analyze strategies for strengthening moral values as a preventative measure against radicalism at the Hidayatul Mubtadiin Islamic Boarding School. This study used a qualitative approach with a case study design to explore strategies for strengthening moral values as a preventative measure against radicalism at the Hidayatul Mubtadiin Islamic Boarding School in South Lampung. Subjects included the boarding school leadership, teachers, students, and parents involved in the instilling of moral values. Data were collected through participant observation, in-depth interviews, and documentation of Islamic boarding school activities. Thematic analysis was used to identify patterns, themes, and relationships between strengthening moral values and preventing radicalism. Data validity was maintained through triangulation of sources, techniques, and participants. This methodology emphasized both theoretical and practical aspects, so that the research results provide an empirical contribution to the development of character education-based preventive strategies that are applicable and contextual in Islamic boarding schools. The results of this study indicate that strategies for strengthening moral values as a preventative measure against radicalism at the Hidayatul Mubtadiin Islamic Boarding School. Findings indicate that cultivating moral values through daily activities, such as congregational prayer, Quran recitation, and social participation, fosters ethical awareness and tolerance among students. The role of teachers and mentors as moral role models has been shown to motivate students to emulate positive behavior and avoid the influence of extreme ideologies. Furthermore, active leadership oversight through monitoring, personal guidance, and religious counseling enables early detection of potential radicalism and strengthens the internalization of noble morals. This integrative strategy confirms that religious practice, social interaction, and moral leadership simultaneously shape the character of students who are resilient, tolerant, and critical of the influence of radicalism, providing a new empirical contribution to the literature on character education and radicalism prevention.ABSTRAKTujuan utama penelitian ini adalah menganalisis strategi penguatan akhlakul karimah sebagai upaya preventif terhadap radikalisme di Pondok Pesantren Hidayatul Mubtadiin. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus untuk mengeksplorasi strategi penguatan akhlakul karimah sebagai upaya pencegahan radikalisme di Pondok Pesantren Hidayatul Mubtadiin, Lampung Selatan. Subjek penelitian meliputi pimpinan pesantren, guru, santri, dan orang tua yang terlibat dalam pembiasaan nilai moral. Data dikumpulkan melalui observasi partisipatif, wawancara mendalam, dan dokumentasi kegiatan pesantren. Analisis dilakukan menggunakan teknik analisis tematik untuk menemukan pola, tema, dan hubungan antara penguatan akhlakul karimah dan pencegahan radikalisme. Validitas data dijaga melalui triangulasi sumber, teknik, dan anggota. Metodologi ini menekankan aspek teoritis dan praktis, sehingga hasil penelitian memberikan kontribusi empiris bagi pengembangan strategi preventif berbasis pendidikan karakter yang aplikatif dan kontekstual di lingkungan pesantren. Hasil Penelitian ini menunjukkan bahwa strategi penguatan akhlakul karimah sebagai upaya pencegahan radikalisme di Pondok Pesantren Hidayatul Mubtadiin. Temuan menunjukkan bahwa pembiasaan nilai moral melalui kegiatan harian, seperti shalat berjamaah, tadarus, dan partisipasi sosial, menumbuhkan kesadaran etis dan toleransi antar-santri. Peran guru dan pembina sebagai teladan moral terbukti memotivasi santri meneladani perilaku positif dan menjauhi pengaruh ideologi ekstrem. Selain itu, pengawasan aktif pimpinan melalui monitoring, bimbingan pribadi, dan konseling religius memungkinkan deteksi dini terhadap potensi radikalisme, sekaligus memperkuat internalisasi akhlakul karimah. Strategi integratif ini menegaskan bahwa praktik religius, interaksi sosial, dan kepemimpinan moral secara simultan membentuk karakter santri yang resilien, toleran, dan kritis terhadap pengaruh radikalisme, memberikan kontribusi empiris baru bagi literatur pendidikan karakter dan pencegahan radikalisme.

Optimalisasi Kompetensi Guru Dalam Meningkatkan Fokus Siswa Pada Mata Pelajaran Fiqih Kelas VII A Di Mts Hidayatul Mubtadiin Desa Sidoharjo Kecamatan Jati Agung Kabupaten Lampung Selatan Rahman, Andri; Hasan, Mustaqim; Nugraha, Hendika Adi
Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi Vol 6, No 1 (2026): Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi
Publisher : Penerbit Widina, Widina Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59818/jpi.v6i1.2553

This study uses a qualitative method through a case study design to examine in depth the role of strengthening teacher competence in building student focus on learning Fiqh in class VII A MTs Hidayatul Mubtadiin. Research informants involved Fiqh teachers, students, the principal, and homeroom teachers who were selected purposively based on their direct involvement in the learning process. Data collection was conducted through participatory observation in the classroom, in-depth interviews, and review of relevant learning documents. Data were analyzed using an interactive analysis approach that included the stages of data sorting, organizing findings, and formulating conclusions on an ongoing basis, while data validity was maintained through triangulation and confirmation with informants. This approach enabled the researchers to obtain a comprehensive picture of the contribution of teachers' pedagogical, professional, social, and personality competencies in supporting student learning. The results of the study indicate that strengthening teacher competencies plays a strategic role in improving student focus on Fiqh subjects. The pedagogical aspect, which is realized through varied, interactive, and contextual learning, is able to encourage active participation and maintain student concentration. The professional dimension of teachers, in the form of mastery of Fiqh substance and systematic delivery of material that is relevant to students' experiences, facilitates understanding of the subject matter.ABSTRAKPenelitian ini menggunakan metode kualitatif melalui rancangan studi kasus untuk menelaah secara mendalam peran penguatan kompetensi guru dalam membangun fokus belajar siswa pada pembelajaran Fiqih di kelas VII A MTs Hidayatul Mubtadiin. Informan penelitian melibatkan guru Fiqih, peserta didik, kepala madrasah, serta wali kelas yang ditentukan secara purposive berdasarkan keterlibatan langsung dalam proses pembelajaran. Proses pengumpulan data dilakukan melalui pengamatan partisipatif di kelas, wawancara mendalam, serta penelaahan dokumen pembelajaran yang relevan. Data dianalisis dengan pendekatan analisis interaktif yang mencakup tahapan pemilahan data, pengorganisasian temuan, dan perumusan simpulan secara berkelanjutan, sementara keabsahan data dijaga melalui triangulasi dan konfirmasi kepada informan. Pendekatan ini memungkinkan peneliti memperoleh gambaran komprehensif mengenai kontribusi kompetensi pedagogik, profesional, sosial, dan kepribadian guru dalam menopang perhatian belajar siswa. Hasil penelitian menunjukkan bahwa penguatan kompetensi guru memiliki peranan strategis dalam meningkatkan fokus belajar siswa pada mata pelajaran Fiqih. Aspek pedagogik yang diwujudkan melalui pembelajaran yang variatif, interaktif, dan kontekstual mampu mendorong partisipasi aktif serta menjaga konsentrasi siswa. Dimensi profesional guru, berupa penguasaan substansi Fiqih dan penyampaian materi yang sistematis serta relevan dengan pengalaman siswa, mempermudah pemahaman terhadap konsep yang abstrak. Sementara itu, kompetensi sosial yang tercermin dalam komunikasi terbuka dan sikap apresiatif terhadap siswa berkontribusi pada terciptanya iklim kelas yang nyaman dan partisipatif. Keterpaduan ketiga kompetensi tersebut menegaskan peran guru sebagai fasilitator pembelajaran yang adaptif terhadap karakteristik dan kebutuhan siswa, sehingga pembelajaran Fiqih berlangsung secara lebih efektif, bermakna, dan mendukung penghayatan nilai-nilai Fiqih secara optimal.

Penerapan Metode Sorogan Dalam Meningkatkan Kemampuan Membaca Kitab Matnul Ghayah Wat Taqrib Santri Putra Di Pondok Pesantren Hidayatul Mubtadiin Rozi, Fakhru; Fernadi, M. Feri; Nugraha, Hendika Adi
PEMA Vol. 5 No. 3 (2025)
Publisher : Perkumpulan Manajer Pendidikan Islam Indonesia (PERMAPENDIS) Prov. Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/pema.v5i3.2313

Penelitian ini bertujuan untuk menganalisis penerapan metode sorogan dalam meningkatkan kemampuan membaca kitab Matnul Ghayah wat Taqrib pada santri putra di Pondok Pesantren Hidayatul Mubtadiin Desa Sidoharjo, Kecamatan Jati Agung, Kabupaten Lampung Selatan. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kasus untuk menganalisis penerapan metode sorogan dalam meningkatkan kemampuan membaca kitab Matnul Ghayah wat Taqrib pada santri putra di Pondok Pesantren Hidayatul Mubtadiin, Lampung Selatan. Data dikumpulkan melalui observasi partisipatif, wawancara mendalam, dan dokumentasi, kemudian dianalisis dengan reduksi, penyajian, dan penarikan kesimpulan. Penelitian menekankan interaksi santri–ustaz, mekanisme penyetoran bacaan, serta respons santri terhadap sorogan. Keabsahan data dijaga melalui triangulasi sumber dan teknik, sehingga temuan memberikan gambaran komprehensif mengenai efektivitas sorogan dalam pembelajaran kitab fikih klasik. Hasil Penelitian ini menunjukkan bahwa penerapan metode sorogan dalam pembelajaran kitab Matnul Ghayah wat Taqrib di Pondok Pesantren Hidayatul Mubtadiin secara signifikan meningkatkan kualitas pembelajaran santri putra. Sorogan efektif dalam meningkatkan ketepatan membaca teks Arab gundul melalui interaksi individual dan korektif antara santri dan ustaz. Metode ini juga mendorong pemahaman makna lafaz dan kandungan fikih secara mendalam, serta memperkuat kedisiplinan dan tanggung jawab belajar santri melalui kewajiban penyetoran bacaan rutin. Dengan demikian, sorogan tidak hanya mempertahankan tradisi pesantren, tetapi juga relevan secara pedagogis modern, menjadi strategi holistik yang mengintegrasikan kemampuan linguistik, pemahaman fikih, dan pembentukan karakter belajar santri. Kata Kunci ; Metode Sorogan, Pembelajaran Kitab Kuning, Kedisiplinan Santri

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