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All Journal Mapendis Journal of Psychological Insight Indonesian Journal of Progressive Pedagogy
Uthman Shehu Lawal
Kaduna State University, Nigeria
Arts Humanities Education Neuroscience Social Sciences Other

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Evaluation Management in Islamic Religious Education: A Case Study of Hearing-Impaired Students in Indonesia: Manajemen Evaluasi dalam Pendidikan Agama Islam: Studi Kasus Siswa Tunarungu di Indonesia Slamet Pamuji; Uthman Shehu Lawal
Mapendis: Jurnal Manajemen Pendidikan Islam Vol 3 No 2 (2025): Transformation of MPI in Improving Quality and Responding to Global Challenges
Publisher : Fakultas Tarbiyah Dan Ilmu Keguruan Institut Agama Islam An-Nawawi Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37758/mapendis.33i2.390

Abstract

This study examines the management of evaluation in Islamic Religious Education (IRE) learning for hearing-impaired students at SMPLB Yakut Purwokerto. Evaluation plays a crucial role in determining the achievement of learning objectives, particularly in inclusive education settings that require specific pedagogical and managerial approaches. This research employed a qualitative case study design. Data were collected through in-depth interviews, participant observation, and documentation involving school principals, IRE teachers, and students. The findings reveal that the management of IRE evaluation was implemented through several stages: planning, organizing, implementing, supervising, and follow-up actions. Evaluation planning was adapted to students’ hearing limitations by emphasizing visual and practical assessment techniques. The organization of evaluation involved coordination between teachers and school management. Implementation of evaluation utilized modified written tests, performance-based assessments, and continuous observation. Supervision was conducted through periodic monitoring by school leaders, while follow-up actions included remedial teaching and individualized guidance. This study concludes that effective evaluation management in special education requires flexibility, collaboration, and contextual adaptation to students’ needs. The findings contribute to the development of evaluation management models in Islamic education for students with disabilities.
Restorative Approach Creates Child Friendly School Free of Bullying Nur Fatihah; Nur Aisyah; Uthman Shehu Lawal
Journal of Psychological Insight Vol. 1 No. 2 (2025): July-December
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jpi.v1i2.815

Abstract

Bullying remains a critical challenge in schools, affecting students’ psychological well-being and social development. This study aims to examine the effectiveness of the restorative approach in fostering anti-bullying behavior by enhancing empathy, responsibility, and social skills among students. Using a qualitative methodology, data were collected through observations, interviews, and focus group discussions involving students, teachers, and counselors. The findings indicate that restorative dialogue and mediation significantly reduced conflicts, increased students’ awareness of the impact of their actions, and promoted positive behavioral changes among perpetrators. Victims reported feeling acknowledged and supported, while overall classroom interactions improved. This study contributes to the understanding of how restorative practices can transform school culture by prioritizing relationship restoration over punitive measures. The results suggest that implementing restorative approaches can effectively reduce bullying, enhance social-emotional skills, and support the development of an inclusive, child-friendly educational environment, offering practical guidance for educators and school policymakers.
Student Perceptions of Artificial Intelligence as a Virtual Tutor and Its Relation to Self-Efficacy in Learning Muhammad Auwal Yakubu; Zohaib Hassan Sain; Uthman Shehu Lawal; Mohamad Arif Rahman Hakim
Indonesian Journal of Progressive Pedagogy Vol. 1 No. 1 (2025)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/ijpp.v1i1.631

Abstract

This study investigates the use of Artificial Intelligence (AI) as a virtual tutor and its impact on students' self-efficacy in learning. Interviews, observations, and documentation from 30-40 students across various disciplines were analyzed using a mixed-methods approach. Findings show that AI enhances students' self-efficacy by providing quick, personalized feedback, boosting confidence in completing academic tasks. However, students reported challenges with complex topics requiring human-like explanations. Key factors influencing perceptions of AI included ease of use and technological comfort, which positively correlated with the perceived effectiveness of AI as a tutor. The study highlights the potential of AI to support learning but emphasizes the need for a balance with human interaction, especially for more complex subjects. This research contributes to understanding AI’s role in education. It offers insights for enhancing AI integration, recommending further development and training programs to improve students' digital literacy and engagement with AI systems
Co-Authors Mohamad Arif Rahman Hakim Muhammad Auwal Yakubu Nur Aisyah Nur Fatihah Slamet Pamuji Zohaib Hassan Sain