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All Journal Edukasi Islami: Jurnal Pendidikan Islam TARLIM : JURNAL PENDIDIKAN AGAMA ISLAM
Ulfi Fadli, Muhammad
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Religion Humanities Education

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The Effect of Teacher Discipline and Learning Interest on Student Achievement Apriyanto, Tri; Ulfi Fadli, Muhammad
TARLIM : JURNAL PENDIDIKAN AGAMA ISLAM Vol. 8 No. 1 (2025): TARLIM Jurnal Pendidikan Agama Islam
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/tarlim.v8i1.2720

Abstract

Write the The study is a quantitative correlation with linear regression analysis dealing with three independent variables and one dependent variable to know links between variables through numerical data obtained from field research. The sample was 20,10%, with 80 students from the total population of 398 students in SMP Nida Al-Qur’an Kedu Temanggung. Data collection uses library study methods, documentation and questionnaires. Data processing techniques use SPSS for classic assumptions statistical tests F and T. Teacher discipline and interest in learning are assessed according to a perspective based on indicators from experts and student achievement using indicators measuring student achievement in the form of numerical values ​​taken from curriculum merdeka report cards. So the results obtained were that teacher discipline and interest in learning had a positive effect of 69.5% on student achievement in Islamic Religious Education Lessons SMP Nida Al-Qur’an Kedu simultaneously based on the calculated F count greater than the F table value (87,662 > 3,114), strengthened by sig. value 0.000 < 0.05. Teacher discipline has a positive effect on student achievement in Islamic Religious Education Lessons SMP Nida Al-Qur’an Kedu strengthened by sig. value 0.000 < 0.05. and the t count is 2.905 > t table 1,665. Interest in learning has a positive effect on student achievement in Islamic Religious Education Lessons SMP Nida Al-Qur’an Kedu with a significance value of 0.000 < 0.050, and the t count is 6,111 > t table is 1,665.
IMPLEMENTING PEACE PEDAGOGY IN THE ASWAJA CURRICULUM: DEVELOPING STUDENTS' TOLERANT CHARACTER Ulfi Fadli, Muhammad; Raharjo, Raharjo; Kurniyah, Kurniyah
Edukasi Islami: Jurnal Pendidikan Islam Vol. 14 No. 001 (2025): Edukasi Islami: Jurnal Pendidikan Islam (Spesial Issue)
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v14i001.9404

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Background: This study is motivated by the ongoing challenges of intolerance among students and the need for Nahdlatul Ulama-based educational institutions to strengthen religious moderation through the Aswaja curriculum. Purpose: The study aims to describe the implementation of peace pedagogy in the Aswaja curriculum and analyze its contribution to the development of tolerant character among students at Madrasah Aliyah D-Baito Temanggung. Method: The research used a qualitative field study method with participants including the headmaster, Aswaja teachers, and students; data were collected through observation, semi-structured interviews, and document studies, then analyzed thematically using the Miles & Huberman interactive model with source and method triangulation. Hasil: The findings show that peace pedagogy is integrated into school policies, teaching practices, and school culture; the values of tawasuth, tasamuh, tawazun, and i‘tidal are internalized through reflective, dialogical, and collaborative learning, with teachers acting as facilitators of peace awareness, resulting in an increase in religious moderation understanding, social empathy, and tolerant attitudes in daily interactions. Conclusion: In conclusion, peace pedagogy is a strategic approach to developing a humanistic and moderate Aswaja curriculum while fostering a peaceful culture in madrasahs. Implication: Its implications suggest that schools/policy makers need to include peace-tolerance indicators in lesson planning, strengthen teacher training, and develop school culture to ensure sustainable implementation and replicability in other similar Islamic educational institutions.
Co-Authors Apriyanto, Tri Kurniyah Raharjo Raharjo