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Rohman, Fatkhur

Universitas Islam Negeri Sumatera Utara Medan

Author-ID : 810404

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Pengaruh Model Pembelajaran Kooperatif STAD Pada Materi Mobilitas Sosial Pada Mata Pelajaran Ilmu Pengetahuan Sosial Terhadap Hasil Belajar Siswa Kelas VIII di Madrasah Tsanawiyah PAB 4 Patumbak II Nuriska Dwi Arimbi; Sakti Ritonga; Fatkhur Rohman
Khidmat Vol 2 No 2 (2024)
Publisher : CV Edu Tech Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65311/j.khidmat.v2i2.996

Tujuan penelitian ini adalah untuk mengetahui dampak penerapan model pembelajaran kooperatif tipe STAD terhadap hasil belajar siswa pada mata pelajaran Mobilitas Sosial di kelas VIII MTs PAB 4 PATUMBAK II. Penelitian yang dilakukan adalah penelitian kuantitatif dengan menggunakan rancangan penelitian quasi eksperimen. Sampel penelitian ini adalah tiga puluh siswa kelas VIII-A yang mengikuti model pembelajaran kooperatif tipe STAD dan tiga puluh siswa kelas VIII-2 yang mengikuti model pembelajaran konvensional. Uji t sampel berpasangan menunjukkan bahwa rata-rata hasil belajar kelas eksperimen pada materi mobilitas sosial jauh lebih tinggi dibandingkan kelas kontrol. Setelah adopsi pembelajaran kooperatif STAD, kelas eksperimen mampu mencapai hasil belajar rata-rata yang lebih tinggi dibandingkan dengan kelas kontrol.Hasil uji t-sampel independen menunjukkan bahwa kelompok eksperimen memiliki skor rata-rata 78,67 dengan simpangan baku 7,871 poin. Dengan skor rata-rata 72,73 dan simpangan baku 5,994, kelompok kontrol mencatat skor rata-rata tertinggi. Jika dibandingkan dengan model pembelajaran tradisional, hal ini menunjukkan bahwa model pembelajaran kooperatif STAD menghasilkan peningkatan rata-rata hasil belajar siswa yang lebih besar daripada model pembelajaran konvensional.

Penerapan Strategi Pembelajaran Inkuiri Untuk Menumbuhkan Kreativitas Belajar Siswa Pada Mata Pelajaran IPS di Kelas VII MTs. Babul Ulum Cindy Tifani; Fatkhur Rohman; Henni Endayani
Khidmat Vol 3 No 1 (2025)
Publisher : CV Edu Tech Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65311/j.khidmat.v3i1.1237

Dalam konteks pendidikan, kreativitas siswa sering kali kurang terstimulasi secara efektif oleh pendekatan pembelajaran konvensional yang lebih berfokus pada pemenuhan kurikulum dan evaluasi berbasis tes. Akibatnya potensi kreatif siswa tidak berkembang secara optimal yang dapat menghambat kemampuan mereka untuk berpikir kritis, inovatif, dan adaptif terhadap perubahan. Masalah ini menjadi tantangan bagi pendidik dalam menciptakan lingkungan belajar yang mendorong dan meningkatkan krearivitas ssiwa. Tujuan penelitian ini adalah untuk : (1) untuk mengetahui proses pembelajaran mata pelajaran IPS dikelas VII MTs Babul Ulum; (2) untuk mengetahui apa bagaiamana penerapan pembelajaran IPS di MTs Babul Ulum (3) untuk mengetahui apa saja kendala dan solusi dalam penerapan pemeblajaran inkuiri pada siswa kelas VII di MTs Babul Ulum. Metode yang digunakan dalam penelitian ini adalah metode deskriptif analitis dengan pendekatan kualitatif. Teknik pengumpulan data yang digunakan meliputi observasi, wawancara, dan dokumentasi. Hasil penelitian ini menunjukkan bahwa: proses pembelajaran mata pelajaran IPS dikelas VII di MTs Babul Ulum menggunakan metode ceramah dan strategi pembelajaran inuri untuk menumbuhkan jiwa kreativitas siswa dan berjalan dengan efektif. Kendala utama adalah sarana dimana siswa kekurangan referensi buku.

PERKEMBANGAN PENDIDIKAN AGAMA DI SEKOLAH SEJAK INDONESIA MERDEKA Fatkhur Rohman
Tazkiya: Jurnal Pendidikan Islam Vol 8, No 1 (2019): Tazkiya
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Agama memiliki kedudukan dan peranan yang sangat besar dalam kehidupan berbangsa dan bernegara, sebagaimana yang tertuang dalam Pancasila dan UUD 1945. Sejak kemerdekaan negara Indonesia, pemerintah mulai melakukan peletakan dasar aturan-aturan pendidikan agama di sekolah-sekolah umum. Artikel ini akan menguraikan perkembangan pendidikan agama di sekolah sejak indonesia merdeka dengan lahirnya Undang-Undang Nomor 4 Tahun 1950, Undang-Undang Nomor 12 Tahun 1954 dan Undang-Undang Nomor 2 Tahun 1989 serta diberlakukannya Undang-Undang Sistem Pendidikan Nasional Nomor 20 Tahun 2003, dan juga dikeluarkannya Peraturan Pemerintah Nomor 55 Tahun 2007 tentang Pendidikan Agama dan Pendidikan Keagamaan

HUMAN RESOURCE MANAGEMENT IN THE DEVELOPMENT OF ARABIC LANGUAGE LEARNING AT MADRASAH ALIYAH NEGERI 1 LANGKAT Muhammad Ikhza Elsya; Muhammad Fadhli; Fatkhur Rohman
SOSIOEDUKASI Vol 15 No 3 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i3.9370

This study aims to analyze and describe the implementation of human resource management (HRM) for Arabic language teachers in supporting learning development at State Islamic Senior High School (MAN) 1 Langkat, focusing on planning, competency development, performance evaluation, and its contribution to learning quality. This study employed a qualitative approach with a descriptive-exploratory case study design. Data were collected through in-depth interviews with the principal, deputy principal for curriculum, and Arabic language teachers, participatory observations of learning activities and academic supervision, and documentation. Data were analyzed using the Miles and Huberman interactive model through data reduction, data presentation, and conclusion drawing and verification. Data trustworthiness was ensured through credibility, transferability, dependability, and confirmability criteria. The findings indicate that HRM for Arabic language teachers was implemented systematically through teacher needs identification, competency mapping, teaching assignment, and continuous competency development planning. Competency development was supported through Subject Teacher Conferences (MGMP), workshops, Independent Curriculum training, and academic supervision, followed by regular performance evaluation. These practices contributed to strengthening teacher professionalism, improving teaching performance, fostering more communicative and innovative Arabic language learning, and increasing student participation and learning outcomes. The study concludes that strategic HRM plays an important role in improving the quality of Arabic language learning by strengthening teacher competency.

Integrating Character Education Management for Moral Development: A Qualitative Case Study at Darussalam Islamic Vocational School, Medan Muhammad Ridho Alfatah; Amiruddin Siahaan; Fatkhur Rohman
Journal of Social Work and Science Education Vol. 8 No. 1 (2027): Forthcoming Issue
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v8i1.1703

Character education in vocational schools faces unique challenges due to the dual demands of academic competence and professional character formation. This study examines the implementation of character education management in fostering students’ moral development at an Islamic vocational school in Medan, Indonesia, focusing on planning, implementation, evaluation, and obstacle mitigation. Using a qualitative case study approach, data were collected through in-depth interviews with seven key informants (principal, vice principal, teachers, and students), observation, and document analysis. The findings reveal that character education management operates through integrated, systematic, and sustainable processes: planning is needs-based and participatory; implementation occurs through formal learning, school culture, religious habituation, and role modeling; evaluation employs multiple instruments including attitude assessments and parental collaboration. However, significant obstacles include insufficient parental supervision and the negative influence of social media. The school addresses these through reinforcing religious practices, personal development programs, and strengthening school-family partnerships. This study contributes to understanding how vocational schools can systematically manage character education to produce graduates with both professional competence and moral integrity. It recommends enhanced collaboration frameworks and digital literacy programs to address external environmental challenges.

Implementation of Student Character Development Through the Functions of Educational Management Ibnu Agung Handoyo; Hasan Asari; Fatkhur Rohman
Journal of General Education and Humanities Vol. 5 No. 4 (2026): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i4.1949

This study analyzes how Rumah Ngaji Ummi Kalsum in Sidorejo, Medan, implements character development for students through its educational management functions. The research used a qualitative approach with a case study design involving 26 participants, including founders, managers, teachers, parents, and students. The researchers collected data through observation, interviews, and documentation, then analyzed them using the Miles, Huberman, and Saldaña model, with validity tested through triangulation and other validation techniques. The results showed that character development has been implemented through planning, organizing, implementation, and evaluation functions. Planning is carried out by setting visions and character values and integrating them into Qur'an learning. Organization is supported by task division, teacher coordination, and parental involvement. Implementation is carried out through habituation, role modeling, congregational prayers, educational sanctions, and social activities, while evaluation is done through observation, memorization assessments, documentation, and communication with parents. This implementation positively impacts students' character development, especially politeness, responsibility, and discipline. However, the character evaluation system still needs to be strengthened through more measurable instruments and indicators so that guidance can be provided more objectively and sustainably. This study contributes to the development of Islamic education management, particularly character building in non-formal Islamic education institutions.

Islamic Education Teachers' Strategies In Strengthening Students' Ukhuwah Islamiyah Muhammad Arif; Fatkhur Rohman
Al-Fikru: Jurnal Ilmiah Vol. 20 No. 2 (2026): Desember (2026)
Publisher : STAI Serdang Lubuk Pakam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51672/alfikru.v20i2.1110

This study aims to analyze Islamic Religious Education teachers’ strategies in strengthening students’ ukhuwah Islamiyah at SMA Muhammadiyah 18 Sunggal. The study employed a descriptive qualitative approach, with data collected through observation, interviews, and documentation. Data were analyzed using the Miles and Huberman model through data reduction, data display, and conclusion drawing. The findings indicate that teachers strengthen ukhuwah Islamiyah through an integrative strategy involving planning, guidance, habituation, exemplary conduct, motivation, supervision, and positive reinforcement. These strategies are implemented through Friday donation activities, social assistance for members of the school community experiencing hardship, and the habituation of smiling, greeting, showing respect, politeness, and courtesy. The implementation contributes to students’ empathy, solidarity, social concern, cooperation, and mutual respect. However, teacher involvement in planning and coordination remains uneven, resulting in some dependence on individual teachers. The study highlights the importance of collaborative teacher involvement and systematic program management in transforming ukhuwah Islamiyah from a religious concept into a lived social practice within the school environment

Pedagogical Relationships Linking Kurikulum Berbasis Cinta to Deep Learning in Madrasah Religious Education Manshuruddin, Manshuruddin; Rangkuti, Charles; Rohman, Fatkhur
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 8 No. 2 (2026): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v8i2.10477

This study investigates how pedagogical relationships operationalize the values of Kurikulum Berbasis Cinta in madrasah religious education and how these relational practices are associated with deep learning at MAS Miftahussalam Medan. A qualitative single-case design was employed, with fieldwork conducted from December 2025 to January 2026. Data were generated through semi-structured interviews with one vice principal for curriculum, three religious education teachers, and six students from Grades X, XI, and XII, supported by classroom observations and document analysis. Data analysis involved condensation, deductive and inductive coding, cross-source thematic comparison, and iterative verification. The findings show that Kurikulum Berbasis Cinta functioned as a value orientation embedded in institutional policy, instructional planning, madrasah culture, and classroom interaction. Teachers enacted their values through empathic communication, dialogic guidance, role modeling, respect for student dignity, and educative discipline. These relational practices were associated with emotional safety, which enabled students to ask questions, reconsider inaccurate answers, exchange viewpoints, reflect on religious values, and connect lesson content with everyday experiences. Leadership commitment, institutional culture, and teacher–student trust supported implementation, whereas limited instructional time, differences in students’ reflective abilities, and uneven teacher readiness constrained its depth and consistency. The study proposes a relational framework in which pedagogical relationships serve as an operational pathway connecting the values of Kurikulum Berbasis Cinta with reflective, contextual, and meaningful learning in madrasah religious education.

Co-Authors Abdurrahman Adinda Suciyandhani Ahmad Afandi Ahmad Afandi Ahmad Zaky Ahmad Zaky, Ahmad Alifiyan Fadilah Sundawa Althaf Haqqi Alvy Barokah Amiruddin Siahaan Amiruddin Siahaan Amiruddin Siahaan Andreas Putra Handoko Anggi Syafitri Annisa Amimi Annisa Salsabilla Albarad Anri Naldi Aryan Danil Mirza. BR Avicenna Muhammad Rafif Satyanegara Ayu Dwiny Octary bilal zuchrufi Candra Wijaya Candra Wijaya Candra Wijaya Candra Wijaya Candra Wijaya Candra Wijaya, Candra Charles Rangkuti Cindi Gemilang Cindy Tifani Dewinta Yulyanti Dimas Ardiansyah DWI HARINI Eka Lia Paryanti Eka susanti Elva Rahayu Faadila Reva Alfazira Fadilah Nur Azizah Hana Fauziah Harahap, Nadya Arifah Malasri Harahap, Nur Fauziah Hasan Asari Hasibuan, Syahrial Parlindungan Henni Endayani Hermansyah Putra Ibnu Agung Handoyo Ira Wirtati Isnawati Isnawati Iwannudin Iwannudin Josua Riscyando Napitu Kamadie Sumanda Syafis Khairani Khairani Lesma Yoana Lia Itawari Lutvia Nur Aini M. Muslimin Ilham Makmur Syukri Manshuruddin, Manshuruddin Martha Beck Mesiono, Mesiono Mohammad Agus Rifa'i Moniyana, Resha Muhammad Alif Ramadhan Muhammad Arif Muhammad Fadhli Muhammad Ikhza Elsya Muhammad Ridho Alfatah Muhammad Risky Muhammad Sapii Harahap Nasrul Syakur Chaniago Neli Aida Nur Halizah Palem Nur Hidayah Nur Sangadah Nuraisyah Sitorus Nuriska Dwi Arimbi Puspita Dewi Rahmad Muliadi Saleh Daulay Rahmadani, Nabilla Reni Wijiyati Risnanti, Tiara Rofila Syahda Azaria Rolin Fadilah Hasibuan Romat Efendi Sipahutar Romat Efendi Sipahutar, Mardianto, Wahyudin Nur Nasution Rona Majidah Saiful Akhyar Lubis Sakti Ritonga Sandi Asmara Siagian, Uli Ramadani Silvia Tabah Hati Siti Aisyah Siti Maryam Sitorus, Nuraisyah Sofia, Indri Suhendri Suhendri Suhendri Suhendri Sulaiman Horta Siregar Suswanto Suswanto Suswanto Suswanto, Suswanto Syaharani Noer Fathia Syahrul Khan Zalukhu Syakur Chaniago, Nasrul Tabah Hati, Silvia Tiy Kusmarrabbi Karo Toni Nasution Wasih Latuh Rahmi Widya Rizki Eka Putri Yani Lubis Zaini Dahlan

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