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All Journal Jurnal Ilmiah Didaktika : Media Ilmiah Pendidikan dan Pengajaran Aqidah-Ta: Jurnal Ilmu Aqidah
Annisa Tri Damayanti
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Religion Education

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MENDIDIK DENGAN KASIH: FILSAFAT PENDIDIKAN ISLAM DALAM MENGATASI PERUNDUNGAN Annisa Tri Damayanti; Ismail, Ismail
Aqidah-ta: Jurnal Ilmu Aqidah Vol 10 No 2 (2024)
Publisher : Prodi Aqidah dan Filsafat Islam Fakultas Ushuluddin dan Filsafat UIN Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/aqidahta.v10i2.54669

Abstract

Bullying in education is a critical issue with negative impacts not only on victims but also on perpetrators and the overall educational environment. Victims of bullying often experience psychological distress, depression, and diminished self-esteem, while perpetrators exhibit aggressive behaviors that may persist into adulthood. This creates an unhealthy learning environment that harms all parties involved. This study aims to explore Islamic educational philosophy as a solution to bullying, emphasizing values such as compassion, empathy, justice, and tolerance. A qualitative approach based on literature review was employed, gathering and analyzing relevant academic resources. The findings indicate that Islamic educational philosophy prioritizes the cultivation of noble character and the integration of moral values within the educational process. These values can be implemented through character education involving the active roles of teachers, parents, and educational institutions to foster a safe, inclusive, and supportive learning environment. The study also reveals that Islamic values such as compassion and tolerance not only prevent bullying but also promote mutual respect, cooperation, and discipline among students. Additionally, Islamic educational philosophy provides a framework for designing effective and sustainable anti-bullying policies. Thus, this approach offers a holistic solution to build a generation of integrity, strong morals, and resilience to face future challenges.
THE EFFECT OF THE COLLABORATIVE POMODORO TECHNIQUE AND QUR’ANIC MUROTTAL ON STUDENTS’ LEARNING MOTIVATION IN BIOLOGY LESSONS Annisa Tri Damayanti; Alimuddin Ali; Asham Bin Jamaluddin; Firdaus Daud; Mushawwir Taiyeb
Jurnal Ilmiah Didaktika Vol 26 No 2 (2026): Jurnal Ilmiah Didaktika February 2026
Publisher : Center for Research and Publication Universitas Islam Negeri (UIN) of Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jid.v26i2.34264

Abstract

This study employed a quasi-experimental design to analyze the implementation of a collaborative approach combining the Pomodoro Technique and Qur’anic murottal recitation on students’ motivation in Biology learning. The research population comprised all eleventh-grade students, and the sampling technique used was saturation sampling because the population was fewer than 100 students. The sample consisted of three classes: Class XI-C as Experimental Group I, which received the combined treatment of the Pomodoro Technique and Qur’anic murottal recitation; Class XI-B as Experimental Group II, which received the Pomodoro Technique treatment; and Class XI-A as Experimental Group III, which received the Qur’anic murottal recitation treatment. The data were analyzed using descriptive and inferential statistics through an ANCOVA test with the assistance of SPSS at a significance level of 0.05. The results of the analysis indicated that learning motivation yielded a p-value of 0.072. Therefore, it can be concluded that the collaboration between the Pomodoro Technique and Qur’anic murottal recitation did not have a statistically significant effect on students' learning motivation, nor was its implementation substantially different. This finding is influenced by the school environment, which possesses a strong academic and religious atmosphere, thereby familiarizing students with spiritually integrated learning. In addition, all classes demonstrated strong initial motivation, active participation, and enthusiasm throughout the learning process.
Co-Authors Alimuddin Ali Asham Bin Jamaluddin Firdaus Daud Ismail Ismail Mushawwir Taiyeb