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All Journal Aphorisme: Journal of Arabic Language, Literature, and Education Riwayat: Educational Journal of History and Humanities Trends in Applied Sciences, Social Sciences, and Education
Siswanto, Wawan
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Religion Agriculture, Biological Sciences & Forestry Humanities Earth & Planetary Sciences Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences

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Konsep Punishment dan Reward dalam Pembelajaran Berdasarkan Al-Qur'an dan Hadis Yuniartin, Titin; Khuluq, Mas Faiqul; Siswanto, Wawan; Firmansyah, Ade Aang
Trends in Applied Sciences, Social Science, and Education Vol. 2 No. 2 (2024): Desember
Publisher : PT Hakhara Akademia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71383/tase.v2i2.53

Abstract

The concepts of punishment and reward are essential strategies in the learning process to motivate and discipline learners. From an Islamic perspective, the Qur'an and Hadith provide strong foundations for these concepts. This study aims to explore the values of punishment and reward in the Qur'an and Hadith and their implementation in education. Using a qualitative approach and literature review method, this study analyzes relevant verses and prophetic traditions. The findings show that the concept of reward is prioritized as a form of positive motivation, while punishment is used proportionally to correct behavior without causing trauma. This article recommends an Islamic value-based educational approach that balances reward and punishment to create effective learning.
Reactualizing the Role of Teachers as Social Agents in the Perspective of Contemporary Sociology of Education Siswanto, Wawan; Jauhari, Ahmad; Mulyana, Asep
Riwayat: Educational Journal of History and Humanities Vol 8, No 3 (2025): July
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jr.v8i3.47446

Abstract

This research aims to reactualize the role of teachers as social agents through the perspective of contemporary educational sociology. In the midst of rapid social transformation due to globalization, digitalization, and cultural pluralism, the function of teachers is no longer limited to the delivery of knowledge, but expands as actors who shape social norms, maintain community integration, and mediate structural inequality in educational institutions. Using a descriptive-qualitative method based on literature study, this paper analyzes the role of teachers in the process of reproduction and transformation of social values, negotiation of cultural identity in the classroom, and the development of students' critical awareness. This study draws on the theoretical frameworks of Emile Durkheim, Pierre Bourdieu, and Paulo Freire to explain how teachers operate within institutional structures while still having agency in driving social change. The results of the analysis show that the sociological role of teachers needs to be understood not only from an institutional point of view, but also as part of a broader socio-cultural dynamic, in which education functions as a medium of social construction. Therefore, a review of the role of teachers as social agents is important in formulating a responsive, democratic, and liberating education system.
Implementasi Metode Ummi dalam Meningkatkan Literasi Arab Dasar melalui Pembelajaran Al-Qur'an Siswa Siswanto, Wawan; Nuryana, Nuryana; Hidayat, Ade
Aphorisme: Journal of Arabic Language, Literature, and Education Vol. 7 No. 1 (2026): Arabic Language, Literature, and Education
Publisher : Study Program of Arabic Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/aphorisme.v7i1.9830

Abstract

This study aims to describe the implementation of the Ummi Method in improving basic Arabic literacy through Qur'anic learning among seventh-grade students at an Islamic junior high school. A descriptive qualitative approach was employed. Data were collected through participant observation, in-depth interviews, and a documentation study. The primary data sources were four key informants selected purposively, namely the school principal, two certified Ummi teachers, and the Ummi program coordinator, complemented by secondary data obtained from oral reading tests and brief interviews with twelve seventh-grade students representing high, moderate, and low reading-ability groups, as well as school documents including curriculum records, lesson plans, student progress reports, and teacher certification files. Data were analyzed using the interactive analysis model of Miles, Huberman, and Saldaña, comprising data condensation, data display, and conclusion drawing/verification, with credibility ensured through source and method triangulation. The findings show that the Ummi Method was implemented through three structured stages: classical instruction, individual assessment, and guided recitation. The method effectively improved students' hijaiyah letter recognition from an average of 45% to 87%, harakat comprehension from 38% to 82%, and reading fluency from 30% to 79% over one semester. Supporting factors included certified teacher competence, institutional support, and curricular integration, while inhibiting factors included students' heterogeneous initial abilities and limited instructional time. This study concludes that the systematic implementation of the Ummi Method significantly enhances students' basic Arabic literacy and recommends its wider adoption in Islamic junior high schools across Indonesia.
Co-Authors Ade Hidayat, Ade Ahmad Jauhari Asep Mulyana Firmansyah, Ade Aang Khuluq, Mas Faiqul nuryana nuryana, nuryana Yuniartin, Titin