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All Journal al-Afkar, Journal For Islamic Studies Jurnal Sains Student Research Jurnal Ilmiah Nusantara
Noor Azida Batubara
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Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Languange, Linguistic, Communication & Media Social Sciences Other

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Transformation of Islamic Religious Education Curriculum in Schools Facing the Challenges of Globalization and Multiculturalism Noor Azida Batubara; Ahmad Dasuki
al-Afkar, Journal For Islamic Studies Vol. 8 No. 1 (2025)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v8i1.1726

Abstract

This study aims to analyze and identify the process of transforming the Islamic Religious Education curriculum in schools to face the challenges of globalization and multiculturalism. The transformation of the Islamic Religious Education curriculum in schools has become an urgent need in response to the challenges of globalization and multiculturalism, which increasingly affect the social and cultural life of society. Globalization, with its wide-ranging impacts on technology, economy, culture, and communication, influences how students understand the world and the values that evolve around them. On the other hand, multiculturalism, marked by the diversity of ethnicities, religions, and cultures in Indonesia, demands an education system that teaches tolerance, mutual respect, and the ability to live harmoniously amidst differences. The process of curriculum transformation in schools faces the challenges of globalization and multiculturalism. This method is chosen because it can provide a holistic understanding of the phenomena occurring within the context of education and how the curriculum is adapted to global and diverse developments in line with the changing times. Through an adaptive and inclusive curriculum transformation, Islamic Religious Education can play an important role in shaping a generation that is not only intellectually intelligent but also has strong character, based on religious moral values that can face the challenges of globalization and cultural diversity wisely. Thus, Islamic Religious Education will remain relevant in shaping individuals who are ready to contribute to peace and the progress of global society.
OPTIMALISASI PEMBELAJARAN TAHSIN MELALUI PENDEKATAN TALAQQI DAN PEER- ASSESSMENT UNTUK MENINGKATKAN KESADARAN KESALAHAN BACAAN AL QUR’AN SISWA SMP IT AN NAJMA Noor Azida Batubara; Inayatul Mufidah; Ummi Salamah; Wulandari Wulandari; Zhalva Nur Muawalliyah
JURNAL ILMIAH NUSANTARA Vol. 3 No. 2 (2026): Jurnal Ilmiah Nusantara Maret 2026
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jinu.v3i2.8649

Abstract

This Classroom Action Research (CAR) aims to optimize Tahsin learning and improve students' Error Awareness in reading the Qur'an at SMP IT An Najma, which was found to be low in the initial evaluation. Low Error Awareness, characterized by repeated technical errors and dependence on teacher corrections, hinders students' independent learning. The proposed intervention action is the integration of Talaqqi (as a model for standard reading) with Peer-Assessment (as a mechanism for active reflection). This study adopts a spiral Plan-Act-Observe-Reflect Action Research design, carried out in two cycles. The research subjects were seventh-grade students at SMP IT An Najma. Data were collected using reading pre-tests and post-tests (quantitative data), as well as observations and in-depth interviews (qualitative data). Quantitative data analysis focused on the increase in the percentage of learning mastery per cycle, while qualitative data used thematic analysis to identify patterns of improvement in students' self-awareness when assessing their peers. The research results show that the integration of this method is effective. There was a significant improvement in students' reading quality, indicated by the increase in the learning completeness percentage from the initial condition (65%) to 90% at the end of Cycle II. Qualitatively, Peer-Assessment proved to force students to actively analyze the rules of tajwid and articulation points, which in turn enhanced their Error Awareness. Students no longer just receive corrections but are able to identify and correct mistakes in themselves and their peers. It is concluded that the Talaqqi and Peer-Assessment approaches can serve as optimal strategies to enhance students' independence and awareness in Tahsin Al-Qur’an. This study recommends the use of a structured Peer-Assessment rubric as an integral component of the Tahsin curriculum.
PENELITIAN TINDAKAN KELAS Noor Azida Batubara; Maskupah Maskupah; Rida Tusyifa; Siti Khoerunnisa; Wilda Umayyah
JURNAL ILMIAH NUSANTARA Vol. 3 No. 2 (2026): Jurnal Ilmiah Nusantara Maret 2026
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jinu.v3i2.8676

Abstract

This classroom action research aims to address learning problems characterized by low student achievement, limited participation, and the presence of misconceptions in understanding the subject matter. The problems were identified through a clear gap between the ideal learning conditions and the actual classroom situation, supported by initial data such as students’ scores below the minimum mastery criteria (KKM), low engagement during discussions, and recurring conceptual errors. The study is grounded in constructivist, behaviorist, and cooperative learning theories, which guided the design of improvement strategies, including active learning methods, group discussions, visual media, and interactive activities. The research was conducted in two cycles following the spiral model consisting of planning, action, observation, and reflection. Data were collected through learning achievement tests, observation sheets, field notes, interviews, and visual documentation. Both quantitative and qualitative analyses were employed. The results showed a significant improvement in students’ participation and learning outcomes. The average score increased from 62 (pre-action) to 74 in Cycle I and 85 in Cycle II. Mastery learning improved from 40% to 90%, while student participation rose from 35% to 80%. These findings indicate that the implemented actions were effective in enhancing both the learning process and outcomes. The improvements align with theoretical principles related to social interaction, reinforcement, and knowledge construction through active learning. The study recommends maintaining the use of active learning strategies and suggests further research in different subjects or classroom contexts to enrich the findings.
PENINGKATAN KUALITAS PRAKTIK MENGAJAR GURU MELALUI PENELITIAN TINDAKAN KELAS BERBASIS REFLEKSI PEMBELAJARAN DI SDIT AS SABIQUUN Noor Azida Batubara; Syifa Alya Rafidah; Mutmainnah Mutmainnah; Sausan Asy Syifa Putri
JOURNAL SAINS STUDENT RESEARCH Vol. 4 No. 1 (2026): Februari
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jssr.v4i1.8622

Abstract

This study aims to improve quality of teachers’ instructional practices through Classroom Action Research based on reflective teaching practices at SDIT As Sabiquun. The research was motivated by preliminary observations indicating that teachers’ instructional practices had not been optimally implemented, as reflected in limited instructional variation, inconsistent lesson implementation, and insufficient reflective evaluation of classroom teaching. This study employed a qualitative approach using a Classroom Action Research design conducted in two cycles, each consisting of planning, action, observation, and reflection stages. Data were collected through classroom observations, field notes, teacher reflections, and instructional documentation. The data were analyzed qualitatively by examining changes in teachers’ instructional practices across each cycle. The findings indicate that the systematic implementation of reflective teaching practices contributed to noticeable improvements in the quality of teachers’ instructional practices. This study highlights the importance of reflective based action research as a practical approach for fostering continuous improvement in classroom teaching
Co-Authors Ahmad Dasuki Inayatul Mufidah Maskupah Maskupah Mutmainnah Mutmainnah Rida Tusyifa Sausan Asy Syifa Putri Siti Khoerunnisa Syifa Alya Rafidah Ummi Salamah Ummi Salamah Wilda Umayyah Wulandari Wulandari Zhalva Nur Muawalliyah