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All Journal Journal of Islamic Education Students Chatra: Jurnal Pendidikan dan Pengajaran Advances In Education Journal Al-Ilmiya: Jurnal Pendidikan Islam Insan Cendekia: Jurnal Studi Islam, Sosial dan Pendidikan
Ma’mun Hanif
UIN KH. Abdurrahman Wahid Pekalongan
Aerospace Engineering Education Languange, Linguistic, Communication & Media Other

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Administrative Supervision of Lesson Planning, Learning Activities, and Assessment in an Elementary School Setting Nadia Putri Anggreini; Ma'mun Hanif
Journal of Islamic Education Students (JIES) Vol 3, No 2: November 2023
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v3i2.10861

Abstract

This study aims to elucidate educational supervision related to learning assessment at Elementary School. A qualitative descriptive approach was utilized through observation and interviews. The research results provide feedback for the school principal and teachers at SD Negeri Salit Kajen, enhancing readers' understanding. Supervision of administrative lesson planning, instructional activities, and learning assessment is deemed effective. The school principal conducts supervision annually, involving the preparation of documents such as Annual Programs, Semester Programs, ATP, Teaching Modules, Academic Calendars, and others. Data analysis indicates that instructional supervision occurs directly in classrooms, and assessment supervision aims to enhance educational quality by encouraging teachers' self-evaluation annually.   
Educational Strategies of Islamic Boarding Schools in Internalizing Islamic Values within Multicultural Societies Ma’mun Hanif; Diah Anisa Lestari; Khulatul Jannah; Putri Kurnia Sari; Najmi Arif Triyadi; Muhamad Rizki Zidan
Chatra: Jurnal Pendidikan dan Pengajaran Vol. 3 No. 3 (2025): Chatra: Jurnal Pendidikan dan Pengajaran
Publisher : CV. Yazri Aksara Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62238/chatra.v3i3.270

Abstract

This study examines how Islamic boarding schools (pesantren) internalize Islamic values within a multicultural social environment in Bali, Indonesia, where Muslims constitute a minority group. The research addresses the limited empirical understanding of pesantren-based value education in minority-Muslim contexts characterized by strong cultural and religious diversity. Using a qualitative case study approach, data were collected through participant observation, in-depth interviews with pesantren leaders, teachers, and students, as well as document analysis of curricula and institutional educational policies. The findings indicate that Islamic values are primarily internalized through daily educational practices, habituation, and educators’ role modeling rather than through formal instruction alone. Pesantren employ adaptive educational strategies that emphasize universal ethical values such as tolerance, respect, and peaceful coexistence, enabling students to engage constructively within Bali’s multicultural society. These strategies contribute to observable changes in students’ social attitudes and behaviors, reflecting the development of inclusive and context-sensitive religious understanding. Although this study is limited by its focus on a specific sociocultural setting, the findings provide important insights into the role of pesantren as agents of character formation and religious moderation in plural societies.
Analisis Landasan Pengembangan Kurikulum PAI dalam Perspektif Pendidikan Islam Legita Pramesti; Ma’mun Hanif; Nabila Imtiyas Ramadhani; Zahra Kameliana; Muhammad Khafidz Alfaza
Advances In Education Journal Vol. 2 No. 6 (2026): Advances In Education Journal (Juni)
Publisher : Yayasan Al-Afif

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Abstract

The development of the Islamic Religious Education (IRE) curriculum plays a significant role in achieving educational goals, specifically by focusing on the intellectual, spiritual, moral, and social development of students. Therefore, the purpose of this article is to discuss and explore the foundations of the PAI curriculum from the perspective of Islamic Education. These foundations encompass philosophical, legal, conceptual, psychological, and sociological aspects. This study employs a qualitative approach using library research, with sources drawn from books, articles, and scientific journals. The analysis technique used is content analysis to identify the main concepts in the development of the PAI curriculum. The results of the study indicate that each foundation is interconnected in shaping a systematic PAI curriculum that is relevant to students’ needs. Thus, the development of the PAI curriculum is expected to foster students who are faithful, possess noble character, and are adaptable to the changing times without compromising Islamic values.
Psikologi Pendidikan Untuk Pengembangan Karakter Dan Kompetensi Peserta Didik Muhammad Tastaftiyan EL-Muda'afi; M. Nabil Al Hikam; Ma'mun Hanif
Al-Ilmiya: Jurnal Pendidikan Islam Vol. 1 No. 3 (2025): Al-Ilmiya: Jurnal Pendidikan Islam (November)
Publisher : Al-Ilmiya: Jurnal Pendidikan Islam

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Abstract

A central concern in contemporary educational psychology is the building of students' character and competence. Moral values, all-round personality, and cognitive as well as social skills developed among learners are influenced by teachers, curriculum, and the school environment. Character-oriented education with value, leadership, and social learning principles is intended to enhance self-concept, motivation, and communication skills. Strategies for the development of collaborative learning, habituation of values, and efficient use of educational resources support the simultaneous growth of moral competence and academic performance. The inclusion of psychological principles in educational experiences makes a valuable contribution to students' development of thinking and problem-solving skills, as well as social competence necessary for personal adjustment and effective functioning within the community. In this way, character education and competence formation may build upon each other in a synergistic manner to promote students who are academically competent, emotionally mature, and socially responsible.
Peran Self-Regulated Learning Berbasis Nilai Keislaman terhadap Motivasi dan Prestasi Akademik Mahasiswa Muhamad Naufal Aqil; Muhammad Syafi’ Hifdzi Haq; Ma’mun Hanif
Al-Ilmiya: Jurnal Pendidikan Islam Vol. 1 No. 4 (2026): Al-Ilmiya: Jurnal Pendidikan Islam (Januari)
Publisher : Al-Ilmiya: Jurnal Pendidikan Islam

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Abstract

Penelitian ini bertujuan untuk menganalisis peran self-regulated learning berbasis nilai keislaman terhadap motivasi belajar dan prestasi akademik mahasiswa. Metode yang digunakan adalah studi kepustakaan (library research) dengan pengumpulan data dari jurnal nasional open-access dan literatur akademik yang relevan. Hasil kajian menunjukkan bahwa integrasi nilai-nilai keislaman, seperti niat, tanggung jawab, kesungguhan, dan pengawasan diri, memperkuat kemampuan regulasi diri mahasiswa, sehingga mendorong motivasi belajar yang tinggi dan prestasi akademik yang lebih baik. Motivasi belajar berfungsi sebagai penghubung antara regulasi diri dan capaian akademik, menunjukkan bahwa self-regulated learning berbasis nilai keislaman dapat membentuk pola belajar yang mandiri, terarah, dan bermakna. Temuan ini memberikan implikasi penting bagi pengembangan strategi pembelajaran di perguruan tinggi keagamaan Islam.
PERAN GURU PAI DALAM PEMBENTUKAN KARAKTER DAN KEPRIBADIAN SISWA DITINJAU DARI ASPEK PSIKOLOGI PENDIDIKAN Kenaya Haniatur Rizqi; Vidyanandita Santikirana; Ma’mun Hanif
Insan Cendekia: Jurnal Studi Islam, Sosial dan Pendidikan Vol. 4 No. 2 (2025): Agustus 2025
Publisher : Yayasan Pendidikan dan Sosial Islamic Al-Markazi Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67528/ic.v4i2.86

Abstract

This study examines how Islamic Religious Education (PAI) teachers at SD Negeri 01 Kota Pemalang apply a psychological approach in their teaching practices. The aim is to understand how teachers implement this approach in the learning process and its impact on the formation of students’ character and attitudes. The study employs a descriptive qualitative method through observations and interviews with three PAI teachers and forty fifth- and sixth-grade students. The findings show that PAI teachers utilize reflective, humanistic, and constructivist approaches. These approaches emphasize emotional connection, relevance to students’ personal experiences, and exemplary behavior (uswah hasanah). By applying psychological approaches, character values such as honesty, responsibility, empathy, self-control, and discipline in worship improved significantly. The average increase in character values ranged from 20–25%. Honesty increased by 23%, responsibility by 25%, empathy and tolerance by 20%, self-control by 25%, and worship discipline by 24%. The overall average increase across all aspects was approximately 23.4%. These findings indicate that PAI teachers who understand students’ psychology can create meaningful and effective learning experiences that foster students’ religiosity. This approach also aligns with the concept of Social Emotional Learning (SEL), which emphasizes a balance between cognitive, emotional, and behavioral aspects.
DINAMIKA TRAUMA MASA KECIL DAN LINGKUNGAN SOSIAL DALAM PEMBENTUKAN SIFAT PEMBULLY PADA ANAK Elia Nur Rohmah; Dzawil Aniqoh; Ma’mun Hanif
Insan Cendekia: Jurnal Studi Islam, Sosial dan Pendidikan Vol. 4 No. 3 (2025): November 2025
Publisher : Yayasan Pendidikan dan Sosial Islamic Al-Markazi Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67528/ic.v4i3.100

Abstract

Children who engage in bullying behavior often have a history of childhood trauma and an unsupportive social environment. This study aims to analyze the relationship between childhood trauma, social environmental factors, and the formation of bullying behavior in children, as well as to examine strategies for addressing it. This study uses a descriptive qualitative method with data collection through a literature review of national and international journals published in the last 10 years. The data were analyzed using descriptive analysis techniques, including data reduction, data presentation, and conclusion drawing to see the relationship between the variables of trauma, social environment, and bullying behavior. The results showed that experiences of violence or neglect in childhood can cause emotional disturbances that encourage aggressive attitudes. An environment that is permissive of violence also reinforces bullying tendencies. This study concludes that bullying arises from the complex interaction between childhood trauma, parenting styles, and social environment dynamics. Addressing bullying in children requires a comprehensive and collaborative approach, namely by strengthening character education, implementing holistic counseling, and actively involving families and school communities.
Co-Authors Diah Anisa Lestari Dzawil Aniqoh Elia Nur Rohmah Kenaya Haniatur Rizqi Khulatul Jannah Legita Pramesti M. Nabil Al Hikam Muhamad Naufal Aqil Muhamad Rizki Zidan Muhammad Khafidz Alfaza Muhammad Syafi’ Hifdzi Haq Muhammad Tastaftiyan EL-Muda'afi Nabila Imtiyas Ramadhani Nadia Putri Anggreini Najmi Arif Triyadi Putri Kurnia Sari Vidyanandita Santikirana Zahra Kameliana