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All Journal Attractive : Innovative Education Journal Bulletin of Pedagogical Research
Jaenullah
Universitas Ma’arif Lampung, Indonesia
Education Other

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Sustaining Tradition in Modern Times: The Educational System of Salafiyah Boarding School at Darul A’mal Metro City Abdul Ghofururrohim; Amirudin; Jaenullah
Bulletin of Pedagogical Research Vol. 5 No. 1 (2025): Bulletin of Pedagogical Research
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bpr.v5i1.1793

Abstract

Salafiyah Islamic boarding schools (Pondok Pesantren Salafiyah) are traditional Islamic educational institutions that have long played a crucial role in preserving and developing Islamic teachings, particularly through the instruction of classical Islamic texts (kitab kuning) and other religious sciences. However, in the face of rapid technological advancement, evolving educational demands, and swift social change, these institutions encounter significant challenges. Despite this, Salafiyah pesantren continue to uphold deep-rooted Islamic values while preparing students (santri) to contribute meaningfully to both religious and societal spheres. Their sustained relevance in the modern era highlights their capacity to nurture not only religious scholarship but also practical skills and strong moral character. This study aims to analyze the existence and resilience of the Salafiyah pesantren education system amid the currents of modernization. Employing a qualitative research approach with a case study design, data were collected through observation, interviews, and documentation. Data validity was ensured through triangulation, and analysis was conducted using data reduction, data display, and conclusion drawing. The findings reveal that Pondok Pesantren Darul A’mal continues to implement traditional learning methods such as sorogan and bandongan, both of which remain effective for in-depth study of classical texts and religious sciences. Sorogan allows students to engage in individualized learning directly with a teacher, who provides immediate correction and guidance. In contrast, bandongan involves collective learning, where students listen to a teacher’s reading and explanation of texts, followed by group discussions. These complementary methods effectively enhance the students’ comprehension of Islamic knowledge, demonstrating the continued relevance of traditional pedagogical approaches in a modern educational context.
Implementasi Model Pembelajaran HOTS Oriented dalam Meningkatkan Kemampuan Berpikir Kritis Peserta Didik Sekolah Dasar Jaenullah; Nur Laili; Nur Aini; Pujianto; Nova Karisma Putri
Attractive : Innovative Education Journal Vol. 7 No. 3 (2025): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v7i3.1311

Abstract

The development of critical thinking skills is an essential component of 21st-century education, including Islamic Religious Education (IRE) at the elementary school level. However, learning practices often remain focused on knowledge acquisition and memorization, limiting students' opportunities to develop higher-order thinking skills. This study aims to examine the implementation and effectiveness of a Higher Order Thinking Skills (HOTS)-oriented learning model in improving elementary school students' critical thinking skills in Islamic Religious Education. This study employed a quantitative approach using a quasi-experimental method with a non-equivalent control group design. The participants were fifth-grade students at SDNU Metro, divided into an experimental group receiving HOTS-oriented instruction through Case-Based Learning and a control group receiving conventional instruction. Data were collected through pre-tests, post-tests, and classroom observations. The data were analyzed using descriptive statistics, an independent-samples t-test, and normalized gain (N-Gain) analysis. The findings revealed that the HOTS-oriented learning model was implemented very effectively, encouraging students to actively analyze contextual problems, evaluate alternative solutions, construct arguments, and make decisions based on Islamic values. The experimental group demonstrated a greater improvement in critical thinking scores, increasing from 77.86 in the pre-test to 92.29 in the post-test, compared with the control group, which increased from 77.43 to 84.14. Furthermore, the experimental group achieved an N-Gain score of 0.65 (moderate category), while the control group obtained 0.30 (low category). The independent-samples t-test indicated a statistically significant difference between the groups (t = 4.871, p < 0.001). These findings demonstrate that the integration of HOTS-oriented instruction through Case-Based Learning is more effective than conventional instruction in enhancing students' critical thinking skills. This study highlights the importance of contextual and student-centered learning in developing higher-order thinking while strengthening students' understanding and practical application of Islamic values in everyday life.
Co-Authors Abdul Ghofururrohim Amirudin Nova Karisma Putri Nur Aini Nur Laili Pujianto